Key Policy Areas for Student Assessment Statuswbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc... · Key Policy Areas for Student Assessment Status 1. Classroom Assessment

MOROCCO ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2015

THE WORLD BANK

Key Policy Areas for Student Assessment Status

1. Classroom Assessment A formal, publicly available document provides guidelines for classroom assessment activities in Morocco. Resources and materials are available to teachers to support them in carrying out their assessment activities. Nonetheless, classroom assessment information tends to be used more as an administrative tool than as a pedagogical resource, and teachers’ assessment practices are generally weak. Mechanisms to monitor the quality of classroom assessment practices are very limited.

2. Examinations The Baccalaureate Examination has been administered in its current form since 2003. The results are used to certify student completion of secondary education and to make decisions about student admission to higher education. The government provides regular funding for the examination. Funding covers all core assessment activities, as well as research and development. The examination office is stable and adequately staffed. However, formal mechanisms to ensure the quality of the examination process are limited, and some inappropriate behavior surrounding the examination has been reported.

3. National Large-Scale Assessment (NLSA) Le Programme National de l’Evaluation des Apprentissages (National Program for Assessment of Learning) was administered for the first time in 2008 to a representative random sample of students in primary (grades 4 and 6) and secondary (grades 8 and 9) schools. The assessment covered Arabic, French, mathematics, and science. The government allocates regular funding for the assessment, covering all core activities, but not research and development. Limited opportunities are available to learn about the assessment, particularly for teachers.

4. International Large-Scale Assessment (ILSA) In the last 10 years, Morocco has participated in the Progress in International Reading Literary Study (PIRLS) 2006 and 2011, and Trends in International Mathematics and Science Study (TIMSS) 2007, 2011, and 2015. The country has taken concrete steps to participate in PIRLS 2016. The Ministry of National Education and Vocational Training provides regular funding for ILSA activities. Morocco has effective human resources for ILSA and meets technical quality standards. It is not clear, however, that decisions based on ILSA data have had a positive impact on students’ achievement levels, and media coverage of ILSA results is limited.

Morocco

STUDENT ASSESSMENT SABER Country Report 2015


THE WORLD BANK

Table of Contents

Introduction ................................................................................................................................................ 3

What is SABER--Student Assessment? ........................................................................................................ 3

Education in Morocco ................................................................................................................................. 7

Classroom Assessment in Morocco ............................................................................................................ 8

Examinations in Morocco ............................................................................................................................ 9

National Large-Scale Assessment in Morocco .......................................................................................... 11

International Large-Scale Assessment in Morocco ................................................................................... 13

Appendix 1: Assessment Types and Their Key Differences ....................................................................... 15

Appendix 2: Basic Structure of Rubrics

for Evaluating Data Collected on a Student Assessment System ......................................... 16

Appendix 3: Summary of the Development Levels for Each Assessment Type ....................................... 17

Appendix 4: Methodology for Assigning Development Levels ................................................................. 18

Appendix 5: SABER--Student Assessment Rubrics for Morocco ............................................................... 19

Acknowledgments ..................................................................................................................................... 53

References .................................................................................................................................................53


SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3

Introduction Morocco has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component of efforts to improve education quality and learning outcomes because it provides the necessary information to meet stakeholders’ decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Morocco decided to benchmark this system using standardized tools developed under The World Bank’s Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems.

What is SABER-Student Assessment? SABER-Student Assessment is a component of the SABER program that focuses specifically on benchmarking student assessment policies and systems. The goal of SABER-Student Assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all. National governments and international agencies are increasingly recognizing the key role that assessment of student learning plays in an effective education system. The importance of assessment is linked to its role in: (i) providing information on levels of student learning and achievement in the system; (ii) monitoring trends in education quality over time; (iii) supporting educators and students with real-time information to improve teaching and learning; and (iv) holding stakeholders accountable for results. SABER-Student Assessment methodology The SABER-Student Assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment systems: the types/purposes of assessment activities and the quality of those activities. Assessment types and purposes Assessment systems tend to be comprised of three main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: classroom assessment; examinations; and large-scale, system level assessments. Classroom assessment provides real-time information to support ongoing teaching and learning in individual classrooms. Classroom assessments use a variety of formats, including observation, questioning, and paper-and-pencil tests, to evaluate student learning, generally on a daily basis. Examinations provide a basis for selecting or certifying students as they move from one level of the education system to the next (or into the workforce). All eligible students are tested on an annual basis, or more often if the system allows for



repeat testing. Examinations cover the main subject areas in the curriculum and usually involve essays and multiple-choice questions. Large-scale, system-level assessments provide feedback on the overall performance of the education system at particular grades or age levels. These assessments typically cover a few subjects on a regular basis (such as every 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.



Quality drivers of an assessment system

The key considerations when evaluating a student assessment system are the individual and combined quality of the assessment activities in terms of the adequacy of the information they generate to support decision making. There are three main drivers of information quality in an assessment system: the 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 availability of sufficient and stable sources of funding; and the presence of trained assessment staff. System alignment refers to the extent to which the assessment is aligned with the rest of the education system. This includes the degree of congruence between assessment activities and system learning goals, standards, curriculum, and pre- and in-service teacher training. Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the assessment activity. It covers such issues as design and implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are reported and used. Crossing the quality drivers with the different assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This framework is a starting point for identifying indicators that can be used to review assessment systems and plan for their improvement. Table 1: Framework for building an effective assessment system, with indicator areas The indicators are identified based on a combination of criteria, including: professional standards for assessment; empirical research on the characteristics of effective assessment systems, including analysis of the characteristics

that differentiate between the assessment systems of low- versus high-performing nations; and theory — that is, general consensus among experts that it contributes to effective assessment.

Levels of development The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types and related quality drivers. The questionnaires are used to collect data on the characteristics of the assessment system in a particular country. The information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas.



The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established, and Advanced. These levels are artificially-constructed categories chosen to represent key stages on the underlying continuum for each indicator. Each level is accompanied by a description of what performance on the indicator looks like at that level. Latent is the lowest level of performance; it represents absence of the desired attribute. Emerging is the next level; it represents partial presence of the attribute. Established represents the acceptable minimum standard. Advanced represents the ideal or current best practice.

A summary of the development levels for each assessment type is presented in Appendix 3. In reality, assessment systems are likely to be at different levels of development in different areas. For example, a system may be Established in the area of examinations, but Emerging in the area of large-scale, system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in as many areas as possible, the evidence is unclear as to whether it is necessary to be functioning at Advanced levels in all areas. Therefore, one might view the Established level as a desirable minimum outcome to achieve in all areas, but only aspire beyond that in those areas that most contribute to the national vision or priorities for education. In line with these considerations, the ratings generated by the rubrics are not meant to be additive across assessment types (that is, they are not meant to be added to create an overall rating for an assessment system; they are only meant to produce an overall rating for each assessment type). The methodology for assigning development levels is summarized in Appendix 4.



Education in Morocco Morocco is a lower-middle-income country in the Middle East and North Africa region. In 2014, GDP per capita was US$3,103 (current US$) and annual GDP growth was 2.6 percent. Unemployment has remained high, particularly among youth. Morocco’s political context evolved smoothly through the Arab Spring, from the adoption of a new Constitution in 2011 which set the stage for a more open and democratic society, increased decentralization, and support for modern institutions to the current coalition government which continues to make constitutional reforms and take steps to reduce the fiscal deficit. In 1999, the Government of Morocco adopted the National Education and Training Charter, and declared the decade from 2000 to 2009 as the “decade for education.” In 2009, an Education Emergency Plan (EEP) for 2009-2012 was prepared to accelerate the reform process and draw on lessons learned from programs implemented in the previous decade. Net enrollment rates have increased at both the primary and secondary levels, with the net primary school enrollment rate rising from 79 percent in 2001 to 98 percent in 2014, and that for secondary levels growing from 40 percent in 2005 to 56 percent in 2012. Still, significant disparities in access and quality remain, particularly at the secondary level. For example, close to 46 percent of female youth of secondary school age are out of school, compared to 36 percent of male youth of the same age. Quality of education also remains low. According to results from the 2011 Trends in International Mathematics and Science Study (TIMSS), 74 percent of Moroccan students did not reach even the lowest of four benchmark levels in Grade 4 mathematics. To address the issues of access and quality, Morocco has committed to reforming its education system. Specifically, the EEP enumerated three key policy areas, with the goal of improving education and training for all students. These areas are: (i) achieving universal basic education; (ii) strengthening system performance (teaching, management, and stewardship); and (iii) improving mobilization and utilization of resources. Detailed information was collected on Morocco’s student assessment system using the SABER-Student Assessment questionnaires and rubrics in order to benchmark it against best practices. Specifically, a local consultant with in-depth knowledge of, and experience with, the Moroccan education system oversaw the completion of the four SABER-Student Assessment questionnaires – one questionnaire each for Classroom Assessment, Examinations, National Large-Scale Assessment, and International Large-Scale Assessment. The data to complete these questionnaires was obtained through interviews and focus groups with key stakeholders and a review of existing official and technical documents. The information in the completed questionnaires was then applied to the SABER--Student Assessment rubrics (one rubric for each assessment type), and the conclusions of this report were determined on the basis of this analysis. It is important to remember that these tools primarily focus on benchmarking a country’s policies and arrangements for assessment activities at the system or macro level. Additional data would need to be collected to determine actual, on-the-ground practices in Morocco, particularly by teachers and students in schools. The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on Morocco’s immediate interests and needs. Appendix 5 provides detailed, completed rubrics for each assessment type.



Classroom Assessment in Morocco Level of development: EMERGING

There is a formal, system-level document, called “Supervising and Monitoring Continuous Assessment in the School Department,” which provides guidelines for classroom assessment activities in Morocco. This document is publicly available online, as well as at teacher training colleges. Teachers benefit from a variety of system-level mechanisms for ensuring that they develop skills and expertise in classroom assessment. These mechanisms include pre- and in-service teacher training programs; opportunities to participate in conferences and workshops; and opportunities to participate in the development or scoring of large-scale assessments and examinations. Teachers also have access to a number of resources to support their classroom assessment activities, including documents that outline what their students are expected to learn and what levels of performance they are expected to reach at different grade levels. Other resources include textbooks and workbooks that provide support for classroom assessment; and item banks with examples of questions. However, teachers are not provided with explicit criteria or rubrics for evaluating students’ work. Such criteria or rubrics would make it easier for teachers to systematically evaluate students’ work against expected standards for the grade level. According to key documents, classroom assessment is meant to be used for diagnosing student learning issues; providing feedback to students on their learning (including in the form of grades); informing parents about their child's learning; and planning next steps in instruction. Teachers typically carry out classroom assessment activities to meet external (system-level) requirements or information needs, and to inform their own teaching and their students’ learning. It is rare to observe errors in the scoring of students' work, and grade inflation is not a serious problem. Nonetheless, in practice, classroom assessment activities are considered to be weak. This is because classroom assessment information is used more as an administrative tool than as a pedagogical resource, and provides little useful feedback to students. This is compounded by the fact that the assessments frequently focus on student recall of information. Only one mechanism–school inspection and teacher supervision–is used to monitor the quality of classroom assessment practices throughout the system. Classroom assessment is not a required component of a teacher’s performance evaluation. In addition, government funding is not available for research on the quality of classroom assessment activities or on ways to improve them. Classroom assessment information is required to be disseminated to all key stakeholders, including students, parents, and education officials. However, it is not used as an input for external examination results. Suggested policy options: 1. Improve the quality of classroom assessment practices by providing more focused training on this topic to teachers. For example, introduce a required course on classroom assessment to all teacher training programs. As part of this course, reinforce the core pedagogical purposes of classroom assessment activities and the uses of classroom assessment information to support student learning. Also as part of this course, instruct teachers in how to use explicit criteria and rubrics for evaluating students' work.



The Ministry of National Education and Vocational Training might also consider preparing a short guidebook for teachers on assessment techniques. For example, in Uganda, a 50-page guidebook on the topic of test construction was developed and disseminated to teachers. The guidebook included easy-to-understand, non-technical information on the purposes of assessment, assessment design, and uses of assessment results. 2. Further strengthen monitoring of classroom assessment practices by instituting additional systematic mechanisms. Such mechanisms might include incorporating classroom assessment into teachers’ performance evaluations; putting in place an external moderation system to help review and standardize the difficulty of classroom assessments and scoring criteria; and providing funding for research on the quality of classroom assessment activities and ways to improve them.

Examinations in Morocco Level of development: ESTABLISHED The Baccalaureate Examination is authorized by the Ministry of National Education and Vocational Training and has been regularly administered in its current form since 2003. The results are used to certify student completion of upper-secondary education and to make decisions about student admission to higher education. “The Ministerial Decision for Organizing the Examinations for Obtaining the Baccalaureate Certificate” is a publicly available document that authorizes the examination. This document specifies the examination’s purpose, its alignment with the official national curriculum, governance arrangements, and eligibility for sitting for the examination. Most stakeholder groups strongly support the examination program. The government provides regular funding for the examination. Funding covers all core examination activities, as well as research and development. The National Center for Evaluation, Examinations, and Orientation (NCEEO has had primary responsibility for running the Baccalaureate Examination since 2003. The center has all of the necessary facilities and technology to carry out the examination program. In terms of human resources, the examination office is adequately staffed at the national level, utilizing additional support from inspectors and trainers as necessary. Several opportunities are available to interested stakeholders to prepare for work on the examination program, including funding for attending international programs, courses, or workshops on educational measurement and evaluation; and internships in the examination office. However, there are no relevant university graduate programs or courses at local universities. While, in general, there are no issues with the performance of permanent staff at the NCEEO, test administrators, who are mainly teachers, tend not to receive sufficient training to be able to successfully carry out their responsibilities, especially when they are new in the role. Teachers are involved in most examination-related tasks, including selecting or creating examination questions and scoring guides, administering the examination, and scoring student responses. A mixture of compulsory and voluntary workshops on these topics is organized by academies, inspectors, and the National Director of Training to help prepare teachers for these roles. Materials to prepare for the Baccalaureate Examination are available free of charge to all students. These materials include sample questions, general information on how to prepare, and a framework document explaining what is measured by the examination. All students can take the examination; there are no language, gender, or other barriers. Some inappropriate behavior has been reported during past examination administrations, including students copying from other



candidates, using unauthorized materials such as prepared answers and notes, and intimidating examination supervisors and other officials. At the same time, the examination results are generally perceived as credible, although the media have at times been critical of them. Examination results are recognized abroad and accepted for entrance to various European higher learning institutions, as well as to institutions in some Arab and Asian countries. Examination results are not confidential. Student names and results are public, available not only to schools and parents, but also to ministries, nongovernmental organizations, academies, and provinces via various electronic sites. Students who do not perform well on the examination do not have to leave the education system, but can instead retake the examination, apply to less-selective schools, or repeat the grade. Limited mechanisms are in place to ensure the technical quality of the Baccalaureate Examination. For example, there is some documentation on the technical aspects of the examination, albeit not in formal report format. In addition, teachers are used as internal verifiers in the final stages of question design to determine time requirements and suggest revisions. Other quality assurance mechanisms, such as using external reviewers or field testing, do not take place. The only mechanism in place to monitor the consequences of the examination are regular focus groups or surveys of key stakeholders. The NCEEO also analyzes student response data after the examination to provide feedback to national commissions and supervisors in support of general quality-improvement efforts. Suggested policy options: 1. Introduce additional systematic mechanisms to ensure the quality of the examination. For example, pilot the examination questions or carry out an external review of the quality of the examination. Additionally, prepare a comprehensive, high-quality technical report on the examination and make it publicly available. Finally, ensure that test administrators are adequately prepared to carry out their duties by instituting mandatory upfront training. Short quizzes could be administered at the beginning and end of these trainings to measure participants’ knowledge of proper administration procedures and to identify and address any knowledge gaps in advance of the examination administration. 2. Enhance the fairness of the examination by putting in place mechanisms to prevent and address inappropriate behaviors. In addition to the draft policy and book of procedures to combat fraud that are currently under review, consider introducing clear guidelines for all key stakeholders (including students, parents, teachers, administrators, and examination developers) on what constitutes appropriate and inappropriate behaviors during the examination process, and specify the consequences for engaging in an inappropriate behavior. Ensure that the guidelines are easily accessible to all, including the general public. 3. Ensure confidentiality of students’ examination results. For example, instead of reporting results by name, a unique identification number could be assigned to each student taking the examination, with examination results reported according to these numbers.



National Large-Scale Assessment (NLSA) in Morocco Level of development: EMERGING Morocco’s Le Programme National de l’Evaluation des Apprentissages (National Program for Assessment of Learning) was first administered in 2008 to a representative random sample of students in primary (grades 4 and 6) and secondary (grades 8 and 9) schools. Students were assessed in the areas of Arabic, French, mathematics, and science. Special plans were made to ensure that the assessment was administered to students in hard-to-reach parts of the country. While the assessment was offered in the language of instruction for almost all student groups, there were no accommodations or alternative assessments for students with disabilities. The main purposes of this NLSA include monitoring education quality at the system level; supporting schools and teachers; and informing policy design, evaluation, and decision-making. The formal policy document (Le Programme National de l’Evaluation des Apprentissages, issued by the Ministry of National Education and Vocational Training authorizing the NLSA is publically available. Although there is no written plan, there is a common understanding that the next NLSA will take place in 2016. The NLSA is well aligned with the rest of the education system. It measures performance against the official curriculum. Internal reviews took place following the 2008 administration to ensure that the assessment was measuring what it was intended to measure. In general, there is support for the NLSA from stakeholder groups and no noted opposition, although teacher unions question the importance of the assessment. Regular funding is allocated to the NLSA and covers all core NLSA activities. Funding does not cover research and development activities. The NLSA office is a permanent unit, with permanent full-time staff, in the National Center for Evaluation, Examinations, and Orientation (NCEEO). NCEEO is part of the Ministry of National Education and Vocational Training, and is responsible for NLSA instrument development, while Regional Academies for Education and Training (AREFs) finance the administration, in-service teacher training, and use of the results. The NCEEO is accountable to the Minister, who is accountable to the government and the parliament. Issues that have been identified with the performance of those responsible for running the NLSA include poor training of test administrators, unclear instructions and guidelines for administering the assessment, and a deficiency in teachers’ abilities to use the results. More training of core NLSA staff is needed, particularly in the areas of data analysis and use (for example, producing action plans or writing policy briefs). There are some limited opportunities to prepare individuals for work on the NLSA program. These include short-term employment with NCEEO, funding for attending international workshops, and occasional workshops organized by the ministry or NCEEO. Such opportunities are available to a limited number of staff. University courses or graduate programs focused on educational measurement and evaluation are not available.



A variety of mechanisms are in place to ensure the quality of the NLSA, including a standardized manual for assessment administrators, pilots of instruments before the main data collection, and the numbering of booklets. A comprehensive, high-quality technical report was prepared for the 2008 assessment and is available to the general public. Key stakeholders and the public learned about the results of the 2008 NLSA through targeted communications, including via workshops and various media outlets. Mechanisms have been put in place to monitor the consequences of the NLSA, including a permanent oversight committee and themed conferences that provide a forum to discuss research and other data on the NLSA. However, funding for independent research is not available. Suggested policy options: 1. Ensure sustainability, successful planning, and implementation of the National Program for Assessment of Learning by developing a formal, written plan for the next two to three assessment rounds. The plan should specify who will be tested and in what subject areas; the levels of the system at which data should be analyzed and reported; and key stakeholder groups to be targeted for communication and use of the results. 2. Increase the capacity of those currently responsible for NLSA activities and ensure the quality of future assessment specialists by providing regular, formal opportunities to learn about educational measurement and evaluation. For example, develop regular, comprehensive training courses or workshops on educational measurement and evaluation, and make them available to NCEEO staff and others carrying out key NLSA activities. Additionally, offer required courses or workshops for teachers responsible for key NLSA activities, such as test administration, and provide a certificate of completion to those teachers.

To build a pipeline of suitably qualified assessment specialists, develop and introduce graduate and undergraduate university courses that specifically focus on educational measurement and evaluation.



International Large-Scale Assessment (ILSA) in Morocco Level of development: ESTABLISHED In the past 10 years, Morocco has participated in several ILSAs, including the 2006 and 2011 Progress in International Reading Literacy Study (PIRLS) and the 2007, 2011, and 2015 Trends in International Mathematics and Science Study (TIMSS). It has also taken concrete steps to participate in PIRLS 2016. PIRLS and TIMSS are overseen by the International Association for the Evaluation of Educational Achievement (IEA). There is no formal policy document addressing Morocco’s participation in ILSAs. However, the government signs individual agreements with the IEA for each PIRLS or TIMSS exercise in which it participates. Funding for ILSA activities is allocated at the discretion of the Ministry of National Education and Vocational Training. Funding covers all core ILSA activities, but does not cover research and development. The National Research Coordinator, appointed by the Minister of National Education and Vocational Training, is responsible for each ILSA exercise. A sufficiently staffed team is also in place. The team has previous experience working on ILSAs, and comprises individuals with the necessary training to carry out the required activities effectively, with no errors, delays, or other issues. At the same time, there is a need for further team capacity-building in the areas of ILSA data analysis and effective uses of ILSA results. Opportunities to learn about ILSAs are limited, and include workshops and meetings on using ILSA databases, and funding for attending international training. These opportunities are offered to individuals working directly on a specific ILSA exercise, and to inspectors and teachers. University or online courses on the topic of ILSAs are not available. Morocco met all technical standards required to have its data presented in the main displays of each PIRLS and TIMSS international report. The country has also contributed to the global knowledge base on ILSAs through the publication of a comparative report on the results for Morocco of PIRLS, TIMSS, and PNEA, Morocco’s national large-scale assessment program.

ILSA results have been disseminated to stakeholders throughout the country, including schools and educators, through targeted reports, brochures, and presentations. However, the results have received limited coverage by the media, and do not appear on the front page of newspapers or as the main story on the TV news.

ILSA results have been used in a variety of ways to inform decision-making in Morocco, including to track the impact of reforms on student achievement levels and to inform curriculum improvement, teacher training programs, resource allocation, and other assessment activities. In addition, the Ministry’s national education strategy is partially based on the results of TIMSS, PIRLS, PNEA, and other assessments. However, it is not clear that decisions based on ILSA results have had a positive impact on overall student achievement levels in the country. Suggested policy options: 1. Increase the availability of informed and technically competent individuals who could work on ILSAs by expanding in-country opportunities to learn about these assessment activities. For example, begin to develop a cadre of informed



individuals and potential future ILSA staff by offering university students opportunities to learn about ILSAs, including by taking university courses or shadowing ILSA practitioners. 2. Enhance the effectiveness of the communication of ILSA results to key stakeholders. For example, develop a highly tailored communications and dissemination strategy that includes the media. In 2013, key education stakeholders in Zambia came together to devise a broad-reaching communications plan that would raise awareness about learning outcomes across the country and motivate citizens to take action. Each activity in the communications plan was designed to reach specific audiences. An easy-to-read brochure featuring a summary of national assessment findings and recommendations for action was created for teachers, school administrators, and policymakers; a 10-minute film entitled, “Are Zambia’s Children Learning?”, was created for parents and other concerned citizens and aired on broadcast television; and a DVD, including a teacher discussion guide and case studies on effective teaching strategies, was developed for use in in-service teacher trainings. In Ireland, following the release of the 2003 Program for International Student Assessment (PISA) results, a teacher’s guide to the mathematics achievements of Irish 15-year-olds on the test was published. The guide included examples of PISA test items, along with information on student performance and the extent to which Irish teachers teach PISA-type mathematics.



Appendix 1: Assessment Types and Their Key Differences

Classroom Large-scale assessment Surveys

Examinations

National International Exit Entrance Purpose

To provide immediate feedback to inform classroom instruction

To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning

To provide feedback on the comparative performance of the education system at particular grade/age level(s)

To certify students as they move from one level of the education system to the next (or into the workforce)

To select students for further educational opportunities

Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)

For individual subjects offered on a regular basis (such as every 3-5 years)

Annually and more often where the system allows for repeats

Annually and more often where the system allows for repeats

Who is tested?

All students Sample or census of students at a particular grade or age level(s)

A sample of students at a particular grade or age level(s)

All eligible students

All eligible students

Format Varies from observation to questioning to paper-and-pencil tests to student performances

Usually multiple choice and short answer

Usually multiple choice and short answer

Usually essay and multiple choice

Usually essay and multiple choice

Coverage of curriculum

All subject areas Generally confined to a few subjects

Generally confined to one or two subjects

Covers main subject areas

Covers main subject areas

Additional information collected from students?

Yes, as part of the teaching process

Frequently Yes Seldom Seldom

Scoring Usually informal and simple

Varies from simple to more statistically sophisticated techniques

Usually involves statistically sophisticated techniques





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

Dimension

Development Level

LATENT (Absence of, or deviation from,

attribute)

EMERGING (On way to meeting minimum standard)

ESTABLISHED (Acceptable

minimum standard)

ADVANCED (Best practice) Justification

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

EC3—Funding EC4—Institutional arrangements EC5—Human resources

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

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

AQ2—Ensuring effective uses



Appendix 3: Summary of the Development Levels for Each Assessment Type

Assessment Type LATENT EMERGING ESTABLISHED

ADVANCED

Absence of the attribute On way to meeting minimum standard

Acceptable minimum standard

Best practice

CLASSROOM ASSESSMENT

There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

EXAMINATIONS

There is no standardized examination in place for key decisions.

There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.

There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.

There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.

NATIONAL (OR SYSTEM-LEVEL) LARGE-SCALE ASSESSMENT

There is no NLSA in place.

There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.

There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.

There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.

INTERNATIONAL LARGE-SCALE ASSESSMENT

There is no history of participation in an ILSA nor plans to participate in one.

Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.

There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.

There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.



Appendix 4: Methodology for Assigning Development Levels 1. The country team or consultant collects information about the assessment system in the country. 2. Based on the collected information, a level of development and score is assigned to each dimension in the rubrics:

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

3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has 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. 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 particular assessment type cannot be greater than the score for these key dimensions. These key variables include formal policy, regular funding, having a permanent assessment unit, and the quality of assessment practices.

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S 19

Appe

ndix

5: S

ABER

-Stu

dent

Ass

essm

ent R

ubri

cs fo

r M

oroc

co

This

appe

ndix

pro

vide

s the

com

plet

ed S

ABER

--Stu

dent

Ass

essm

ent r

ubric

s for

eac

h ty

pe o

f ass

essm

ent a

ctiv

ity in

Mor

occo

. In

each

row

of t

he ru

bric

, the

rele

vant

se

lect

ion

is in

dica

ted

by a

sha

ded

cell.

The

sel

ectio

n m

ay in

clud

e a

supe

rscr

ipt n

umbe

r tha

t ref

ers

to th

e ju

stifi

catio

n fo

r the

sel

ectio

n. T

he ju

stifi

catio

n te

xt c

an

be fo

und

in th

e “D

evel

opm

ent-

leve

l rat

ing

just

ifica

tions

” se

ctio

n at

the

end

of th

e ru

bric

. If a

row

incl

udes

a su

pers

crip

t num

ber,

but n

ot a

shad

ed ce

ll, th

is m

eans

th

at in

suffi

cien

t inf

orm

atio

n w

as a

vaila

ble

to d

eter

min

e th

e re

leva

nt se

lect

ion

in th

e ro

w.

Mor

occo

Cl

assr

oom

Ass

essm

ent

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S 20

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

O

vera

ll po

licy

and

reso

urce

fram

ewor

k w

ithin

whi

ch cl

assr

oom

ass

essm

ent a

ctiv

ity ta

kes p

lace

in a

coun

try

or sy

stem

, and

the

degr

ee to

whi

ch cl

assr

oom

as

sess

men

t act

ivity

is co

here

nt w

ith o

ther

com

pone

nts o

f the

edu

catio

n sy

stem

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

1:

Sett

ing

clea

r gu

idel

ines

for

clas

sroo

m a

sses

smen

t

Ther

e is

no s

yste

m-le

vel d

ocum

ent

that

pr

ovid

es

guid

elin

es

for

clas

sroo

m

asse

ssm

ent.

Ther

e is

an

info

rmal

sy

stem

-leve

l do

cum

ent

that

pro

vide

s gu

idel

ines

for

cl

assr

oom

ass

essm

ent.

Ther

e is

a fo

rmal

sys

tem

-leve

l doc

umen

t th

at p

rovi

des

guid

elin

es f

or c

lass

room

as

sess

men

t.1

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

avai

labi

lity

of

the

docu

men

t is

rest

ricte

d.

The

docu

men

t is w

idel

y av

aila

ble.

2

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

2:

Alig

ning

clas

sroo

m a

sses

smen

t with

syst

em le

arni

ng g

oals

Ther

e ar

e no

sys

tem

-wid

e re

sour

ces

for

teac

hers

for c

lass

room

ass

essm

ent.

Ther

e ar

e sc

arce

sys

tem

-wid

e re

sour

ces

for t

each

ers f

or c

lass

room

ass

essm

ent.

Ther

e ar

e so

me

syst

em-w

ide

reso

urce

s fo

r tea

cher

s for

cla

ssro

om a

sses

smen

t.3 Th

ere

are

a va

riety

of

sy

stem

-wid

e re

sour

ces

avai

labl

e fo

r te

ache

rs

for

clas

sroo

m a

sses

smen

t.

Ther

e is

no

offic

ial

curr

icul

um

or

stan

dard

s doc

umen

t. Th

ere

is an

of

ficia

l cu

rric

ulum

or

st

anda

rds

docu

men

t, bu

t it

is no

t cl

ear

wha

t stu

dent

s are

exp

ecte

d to

lear

n or

to

wha

t lev

el o

f per

form

ance

.

Ther

e is

an

offic

ial

curr

icul

um

or

stan

dard

s do

cum

ent

that

spe

cifie

s w

hat

stud

ents

are

exp

ecte

d to

lear

n, b

ut t

he

leve

l of p

erfo

rman

ce re

quire

d is

not c

lear

.

Ther

e is

an

offic

ial

curr

icul

um

or

stan

dard

s do

cum

ent

that

spe

cifie

s w

hat

stud

ents

are

exp

ecte

d to

lea

rn a

nd t

o w

hat l

evel

of p

erfo

rman

ce. 4

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

3:

Hav

ing

effe

ctiv

e hu

man

res

ourc

es to

carr

y ou

t cla

ssro

om a

sses

smen

t act

iviti

es

Ther

e ar

e no

syst

em-le

vel m

echa

nism

s to

ensu

re t

hat

teac

hers

dev

elop

ski

lls a

nd

expe

rtise

in c

lass

room

ass

essm

ent.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

som

e sy

stem

-leve

l mec

hani

sms

to e

nsur

e th

at te

ache

rs d

evel

op sk

ills a

nd

expe

rtise

in c

lass

room

ass

essm

ent.

Ther

e ar

e a

varie

ty

of

syst

em-le

vel

mec

hani

sms

to

ensu

re

that

te

ache

rs

deve

lop

skill

s an

d ex

pert

ise in

cla

ssro

om

asse

ssm

ent. 5

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S 21

AS

SESS

MEN

T Q

UAL

ITY

Qua

lity

of cl

assr

oom

ass

essm

ent d

esig

n, a

dmin

istra

tion,

ana

lysis

, and

use

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng th

e qu

alit

y of

clas

sroo

m a

sses

smen

t

Clas

sroo

m

asse

ssm

ent

prac

tices

su

ffer

from

wid

espr

ead

wea

knes

ses,

or t

here

is

no i

nfor

mat

ion

avai

labl

e on

cla

ssro

om

asse

ssm

ent p

ract

ices

.

Clas

sroo

m

asse

ssm

ent

prac

tices

ar

e kn

own

to b

e w

eak.

6 Cl

assr

oom

as

sess

men

t pr

actic

es

are

know

n to

be

of m

oder

ate

qual

ity.

Clas

sroo

m

asse

ssm

ent

prac

tices

ar

e kn

own

to b

e ge

nera

lly o

f hig

h qu

ality

.

Ther

e ar

e no

mec

hani

sms

to m

onito

r the

qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.

Ther

e ar

e ad

hoc

mec

hani

sms

to m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.7

Ther

e ar

e lim

ited

syst

emat

ic m

echa

nism

s to

m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pra

ctic

es.

Ther

e ar

e va

ried

and

syst

emat

ic

mec

hani

sms

in

plac

e to

m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of c

lass

room

ass

essm

ent

Clas

sroo

m a

sses

smen

t inf

orm

atio

n is

not

requ

ired

to

be

diss

emin

ated

to

ke

y st

akeh

olde

rs.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Cl

assr

oom

as

sess

men

t in

form

atio

n is

requ

ired

to b

e di

ssem

inat

ed to

som

e ke

y st

akeh

olde

rs.

Clas

sroo

m

asse

ssm

ent

info

rmat

ion

is re

quire

d to

be

diss

emin

ated

to

all

key

stak

ehol

ders

.8

Ther

e ar

e no

req

uire

d us

es o

f cla

ssro

om

asse

ssm

ent t

o su

ppor

t stu

dent

lear

ning

. Th

ere

are

limite

d re

quire

d us

es

of

clas

sroo

m a

sses

smen

t to

supp

ort s

tude

nt

lear

ning

.

Ther

e ar

e ad

equa

te

requ

ired

uses

of

cl

assr

oom

ass

essm

ent t

o su

ppor

t stu

dent

le

arni

ng, e

xclu

ding

its

use

as a

n in

put f

or

exte

rnal

exa

min

atio

n re

sults

.9

Ther

e ar

e ad

equa

te

requ

ired

uses

of

cl

assr

oom

ass

essm

ent t

o su

ppor

t stu

dent

le

arni

ng, i

nclu

ding

its

use

as a

n in

put

for

exte

rnal

exa

min

atio

n re

sults

.

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S 22

Clas

sroo

m A

sses

smen

t: Developmen

t-level rating j

ustifications

1. T

here

is a

form

al, s

yste

m-le

vel d

ocum

ent t

itled

, "Su

perv

ising

and

Mon

itorin

g Co

ntin

uous

Ass

essm

ent i

n th

e Sc

hool

Dep

artm

ent,"

whi

ch p

rovi

des g

uide

lines

fo

r cla

ssro

om a

sses

smen

t. 2.

The

"Sup

ervi

sing

and

Mon

itorin

g Co

ntin

uous

Ass

essm

ent i

n th

e Sc

hool

Dep

artm

ent"

doc

umen

t is a

vaila

ble

to th

e pu

blic

onl

ine

and

at te

ache

r tra

inin

g co

llege

s.

3. T

he fo

llow

ing

reso

urce

s are

typi

cally

ava

ilabl

e to

teac

hers

for t

heir

clas

sroo

m a

sses

smen

t act

iviti

es:

- A

docu

men

t tha

t out

lines

wha

t stu

dent

s are

exp

ecte

d to

lear

n in

diff

eren

t sub

ject

are

as a

t diff

eren

t gra

de o

r age

leve

ls -

A do

cum

ent t

hat o

utlin

es th

e le

vel(s

) of p

erfo

rman

ce th

at st

uden

ts a

re e

xpec

ted

to re

ach

in d

iffer

ent s

ubje

ct a

reas

at d

iffer

ent g

rade

or a

ge le

vels

- Te

xtbo

oks o

r wor

kboo

ks th

at p

rovi

de su

ppor

t for

cla

ssro

om a

sses

smen

t -

Item

ban

ks o

r poo

ls w

ith e

xam

ples

of s

elec

tion/

mul

tiple

-cho

ice

or su

pply

/ope

n-en

ded

ques

tions

-

Onl

ine

asse

ssm

ent r

esou

rces

Th

e fo

llow

ing

reso

urce

s are

not

typi

cally

ava

ilabl

e:

- Sc

orin

g cr

iteria

or r

ubric

s for

stud

ents

’ wor

k -

Com

pute

r-ba

sed

test

ing

with

inst

ant r

epor

ts o

n st

uden

ts’ p

erfo

rman

ce

4. T

here

is a

n of

ficia

l cur

ricul

um o

r sta

ndar

ds d

ocum

ent t

hat o

utlin

es w

hat s

tude

nts a

t diff

eren

t gra

de o

r age

leve

ls ar

e ex

pect

ed to

lear

n an

d to

wha

t pe

rfor

man

ce le

vel.

5. T

he fo

llow

ing

mec

hani

sms e

xist

to e

nsur

e th

at te

ache

rs d

evel

op sk

ills a

nd e

xper

tise

in c

lass

room

ass

essm

ent:

- Pr

e-se

rvic

e te

ache

r tra

inin

g -

In-s

ervi

ce te

ache

r tra

inin

g -

Onl

ine

reso

urce

s on

clas

sroo

m a

sses

smen

t -

Opp

ortu

nitie

s to

part

icip

ate

in c

onfe

renc

es a

nd w

orks

hops

-

Opp

ortu

nitie

s to

part

icip

ate

in it

em d

evel

opm

ent f

or, o

r sco

ring

of, l

arge

-sca

le a

sses

smen

ts o

r exa

ms

- Sc

hool

insp

ectio

n or

teac

her s

uper

visio

n in

clud

es c

ompo

nent

focu

sed

on c

lass

room

ass

essm

ent

6. T

he fo

llow

ing

char

acte

ristic

s are

ver

y co

mm

on o

f stu

dent

ass

essm

ent a

ctiv

ities

: -

Prov

ide

little

use

ful f

eedb

ack

to st

uden

ts

- M

ainl

y us

ed a

s adm

inist

rativ

e or

con

trol

tool

rath

er th

an a

s ped

agog

ical

reso

urce

Th

e fo

llow

ing

char

acte

ristic

s are

com

mon

of s

tude

nt a

sses

smen

t act

iviti

es:

- Ar

e m

ainl

y ab

out r

ecal

ling

info

rmat

ion

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- Te

ache

rs d

o no

t use

exp

licit

or a

prio

ri cr

iteria

for s

corin

g or

gra

ding

stud

ents

' wor

k Th

e fo

llow

ing

char

acte

ristic

is n

ot c

omm

on o

f stu

dent

ass

essm

ent a

ctiv

ities

: -

Rely

mai

nly

on m

ultip

le-c

hoic

e, se

lect

ion-

type

que

stio

ns

The

follo

win

g ch

arac

teris

tics a

re ra

rely

pre

sent

for s

tude

nt a

sses

smen

t act

iviti

es:

- It

is co

mm

on to

obs

erve

err

ors i

n th

e sc

orin

g or

gra

ding

of s

tude

nts'

wor

k -

Une

ven

appl

icat

ion

of st

anda

rds f

or g

radi

ng st

uden

ts' w

ork

is a

serio

us p

robl

em

- Gr

ade

infla

tion

is a

serio

us p

robl

em

- N

ot a

ligne

d w

ith p

edag

ogic

al o

r cur

ricul

ar fr

amew

ork

7. T

here

is o

ne m

echa

nism

in p

lace

to m

onito

r the

qua

lity

of c

lass

room

ass

essm

ent a

ctiv

ities

: -

Clas

sroo

m a

sses

smen

t is a

requ

ired

com

pone

nt o

f sch

ool i

nspe

ctio

n or

teac

her s

uper

visio

n Th

e fo

llow

ing

syst

em-le

vel m

echa

nism

s are

not

in p

lace

: -

Clas

sroo

m a

sses

smen

t is a

requ

ired

com

pone

nt o

f a te

ache

r’s p

erfo

rman

ce e

valu

atio

n

- Th

ere

is an

ext

erna

l mod

erat

ion

syst

em th

at re

view

s the

diff

icul

ty o

f cla

ssro

om a

sses

smen

t act

iviti

es, a

ppro

pria

tene

ss o

f sco

ring

crite

ria, e

tc.

- N

atio

nal o

r oth

er sy

stem

-wid

e re

view

s of t

he q

ualit

y of

edu

catio

n in

clud

e a

focu

s on

clas

sroo

m a

sses

smen

t -

Gove

rnm

ent f

undi

ng is

ava

ilabl

e fo

r res

earc

h on

the

qual

ity o

f cla

ssro

om a

sses

smen

t act

iviti

es a

nd h

ow to

impr

ove

clas

sroo

m a

sses

smen

t 8.

Sch

ools

or te

ache

rs a

re re

quire

d to

repo

rt to

the

follo

win

g on

indi

vidu

al st

uden

t per

form

ance

:

- Sc

hool

dist

rict/

educ

atio

n m

inist

ry o

ffici

als

- Pa

rent

s -

Stud

ents

9.

The

follo

win

g ar

e th

e re

quire

d us

es o

f cla

ssro

om a

sses

smen

t act

iviti

es to

pro

mot

e an

d in

form

stud

ent l

earn

ing:

-

Diag

nosin

g st

uden

t lea

rnin

g iss

ues

- Pr

ovid

ing

feed

back

to st

uden

ts o

n th

eir l

earn

ing

- In

form

ing

pare

nts a

bout

thei

r chi

ld's

lear

ning

-

Plan

ning

nex

t ste

ps in

inst

ruct

ion

- Gr

adin

g st

uden

ts fo

r int

erna

l cla

ssro

om u

ses

Clas

sroo

m a

sses

smen

t is n

ot u

sed

as a

n in

put f

or e

xter

nal e

xam

inat

ion

resu

lts.

MO

ROCC

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UDEN

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SESS

MEN

T

SA

BER

COU

NTR

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PORT

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15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 24

MO

RO

CCO

Ex

amin

atio

ns

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 25

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

fisca

l and

hum

an re

sour

ces i

n w

hich

ass

essm

ent a

ctiv

ity ta

kes p

lace

in a

coun

try

or sy

stem

, an

d th

e ex

tent

to w

hich

that

fram

ewor

k is

cond

uciv

e to

, or s

uppo

rtiv

e of

, the

ass

essm

ent a

ctiv

ity

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r po

licie

s

No

stan

dard

ized

exam

inat

ion

has

take

n pl

ace.

Th

e st

anda

rdize

d ex

amin

atio

n ha

s be

en

oper

atin

g on

an

irreg

ular

bas

is.

The

exam

inat

ion

is a

stab

le p

rogr

am th

at

has b

een

oper

atin

g re

gula

rly.1

This

optio

n do

es

not

appl

y to

th

is di

men

sion

Ther

e is

no

polic

y do

cum

ent

that

au

thor

izes t

he e

xam

inat

ion.

Th

ere

is an

in

form

al

or

draf

t po

licy

docu

men

t th

at

auth

orize

s th

e ex

amin

atio

n.

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

auth

orize

s the

exa

min

atio

n.2

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. Th

e po

licy

docu

men

t is

avai

labl

e to

the

pu

blic

.3 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

polic

y do

cum

ent a

ddre

sses

som

e ke

y as

pect

s of t

he e

xam

inat

ion.

4 Th

e po

licy

docu

men

t ad

dres

ses

all

key

aspe

cts o

f the

exa

min

atio

n.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g st

rong

lead

ersh

ip

All

stak

ehol

der

grou

ps s

tron

gly

oppo

se

the

exam

inat

ion

or a

re in

diffe

rent

to it

. M

ost

stak

ehol

der

grou

ps

oppo

se

the

exam

inat

ion.

M

ost

stak

ehol

ders

gro

ups

supp

ort

the

exam

inat

ion.

5 Al

l st

akeh

olde

r gr

oups

su

ppor

t th

e ex

amin

atio

n.

Ther

e ar

e no

att

empt

s to

im

prov

e th

e ex

amin

atio

n by

stak

ehol

der g

roup

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

inde

pend

ent

atte

mpt

s to

im

prov

e th

e ex

amin

atio

n by

sta

keho

lder

gr

oups

.

Ther

e ar

e co

ordi

nate

d at

tem

pts

to

impr

ove

the

exam

inat

ion

by s

take

hold

er

grou

ps.6

Effo

rts

to i

mpr

ove

the

exam

inat

ion

are

not w

elco

med

by

the

lead

ersh

ip in

char

ge

of th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ef

fort

s to

im

prov

e th

e ex

amin

atio

n ar

e ge

nera

lly w

elco

med

by

the

lead

ersh

ip in

ch

arge

of t

he e

xam

inat

ion.

7

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(CO

NTI

NU

ED)

MO

ROCC

O ǀ

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R-ST

UDEN

T AS

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MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 26

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g re

gula

r fu

ndin

g

Ther

e is

no f

undi

ng a

lloca

ted

for

the

exam

inat

ion.

Th

ere

is irr

egul

ar f

undi

ng a

lloca

ted

for

the

exam

inat

ion.

Th

ere

is re

gula

r fun

ding

allo

cate

d fo

r the

ex

amin

atio

n.8

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re e

xam

inat

ion

activ

ities

: de

sign,

ad

min

istra

tion,

da

ta

proc

essin

g or

repo

rtin

g.

Fund

ing

cove

rs

all

core

ex

amin

atio

n ac

tiviti

es:

desig

n,

adm

inist

ratio

n,

data

pr

oces

sing

and

repo

rtin

g.9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g do

es n

ot c

over

res

earc

h an

d de

velo

pmen

t. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Fund

ing

cove

rs

rese

arch

an

d de

velo

pmen

t.10

ENAB

LIN

G CO

NTE

XT 4

: H

avin

g st

rong

org

aniz

atio

nal s

truc

ture

s

The

exam

inat

ion

offic

e do

es n

ot e

xist

or i

s ne

wly

est

ablis

hed.

Th

e ex

amin

atio

n of

fice

is ne

wly

es

tabl

ished

. Th

e ex

amin

atio

n of

fice

is a

stab

le

orga

niza

tion.

11

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

The

exam

inat

ion

offic

e is

not a

ccou

ntab

le

to a

n ex

tern

al b

oard

or a

genc

y.12

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

exam

inat

ion

offic

e is

acco

unta

ble

to

an e

xter

nal b

oard

or a

genc

y.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Exam

inat

ion

resu

lts a

re n

ot re

cogn

ized

by

any

cert

ifica

tion

or se

lect

ion

syst

em.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

a

cert

ifica

tion

or s

elec

tion

syst

em i

n th

e co

untr

y.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

on

e ce

rtifi

catio

n or

sel

ectio

n sy

stem

in

anot

her c

ount

ry.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

tw

o or

mor

e ce

rtifi

catio

n or

sel

ectio

n sy

stem

s in

anot

her c

ount

ry.13

The

exam

inat

ion

offic

e do

es n

ot h

ave

the

requ

ired

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

The

exam

inat

ion

offic

e ha

s so

me

of t

he

requ

ired

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

The

exam

inat

ion

offic

e ha

s al

l of

the

re

quire

d fa

cilit

ies

to

carr

y ou

t th

e ex

amin

atio

n.

The

exam

inat

ion

offic

e ha

s st

ate-

of-t

he-

art

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

14

(CO

NTI

NU

ED)

MO

ROCC

O ǀ

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R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

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EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 27

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Hav

ing

effe

ctiv

e hu

man

res

ourc

es

Ther

e is

no

staf

f to

ca

rry

out

the

exam

inat

ion.

Th

e ex

amin

atio

n of

fice

is in

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e ex

amin

atio

n ef

fect

ivel

y; is

sues

are

per

vasiv

e.

The

exam

inat

ion

offic

e is

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e ex

amin

atio

n ef

fect

ivel

y, w

ith m

inim

al is

sues

.15

The

exam

inat

ion

offic

e is

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e as

sess

men

t ef

fect

ivel

y, w

ith n

o iss

ues.

The

coun

try

does

not

offe

r opp

ortu

nitie

s th

at

prep

are

for

wor

k on

th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y of

fers

som

e op

port

uniti

es

that

pr

epar

e fo

r w

ork

on

the

exam

inat

ion.

16

The

coun

try

offe

rs

a w

ide

rang

e of

op

port

uniti

es t

hat

prep

are

for

wor

k on

th

e ex

amin

atio

n.

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 28

SYST

EM A

LIGN

MEN

T

Degr

ee to

whi

ch th

e as

sess

men

t is c

oher

ent w

ith o

ther

com

pone

nts o

f the

edu

catio

n sy

stem

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng e

xam

inat

ions

wit

h le

arni

ng g

oals

and

opp

ortu

nitie

s to

lear

n It

is no

t cl

ear

wha

t th

e ex

amin

atio

n m

easu

res.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e is

a cl

ear u

nder

stan

ding

of w

hat t

he

exam

inat

ion

mea

sure

s.17

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Wha

t th

e ex

amin

atio

n m

easu

res

is

ques

tione

d by

som

e st

akeh

olde

r gro

ups.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Wha

t is

mea

sure

d by

the

exa

min

atio

n is

larg

ely

acce

pted

by

stak

ehol

der g

roup

s.18

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Mat

eria

l to

prep

are

for t

he e

xam

inat

ion

is m

inim

al a

nd i

s ac

cess

ible

to

very

few

st

uden

ts.

Ther

e is

som

e m

ater

ial t

o pr

epar

e fo

r the

ex

amin

atio

n th

at i

s ac

cess

ible

to

som

e st

uden

ts.

Ther

e is

com

preh

ensiv

e m

ater

ial

to

prep

are

for

the

exam

inat

ion

that

is

acce

ssib

le to

mos

t stu

dent

s.

Ther

e is

com

preh

ensiv

e m

ater

ial

to

prep

are

for

the

exam

inat

ion

that

is

acce

ssib

le to

all

stud

ents

.19

SYST

EM A

LIGN

MEN

T 2:

Pr

ovid

ing

teac

hers

wit

h op

port

uniti

es to

lear

n ab

out t

he e

xam

inat

ion

Ther

e ar

e no

cou

rses

or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to te

ache

rs.

Ther

e ar

e no

up

-to-

date

co

urse

s or

w

orks

hops

on

exam

inat

ions

ava

ilabl

e to

te

ache

rs.

Ther

e ar

e up

-to-

date

vol

unta

ry co

urse

s or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to

teac

hers

.

Ther

e ar

e up

-to-

date

com

pulso

ry c

ours

es

or

wor

ksho

ps

on

exam

inat

ions

fo

r te

ache

rs.20

Teac

hers

ar

e ex

clud

ed

from

al

l ex

amin

atio

n-re

late

d ta

sks.

Te

ache

rs

are

invo

lved

in

ve

ry

few

ex

amin

atio

n-re

late

d ta

sks.

Te

ache

rs

are

invo

lved

in

so

me

exam

inat

ion-

rela

ted

task

s.

Teac

hers

ar

e in

volv

ed

in

mos

t ex

amin

atio

n-re

late

d ta

sks.2

1

MO

ROCC

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RES

ULT

S 29

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

asse

ssm

ent m

eets

qua

lity

stan

dard

s, is

fair,

and

is u

sed

in a

n ef

fect

ive

way

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng q

ualit

y

Ther

e is

no t

echn

ical

rep

ort

or o

ther

do

cum

enta

tion.

Th

ere

is so

me

docu

men

tatio

n on

the

ex

amin

atio

n, b

ut i

t is

not

in a

for

mal

re

port

form

at.22

Ther

e is

a co

mpr

ehen

sive

tech

nica

l rep

ort

but w

ith re

stric

ted

circ

ulat

ion.

Th

ere

is a

com

preh

ensiv

e, h

igh-

qual

ity

tech

nica

l rep

ort

avai

labl

e to

the

gen

eral

pu

blic

.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he e

xam

inat

ion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e lim

ited

syst

emat

ic m

echa

nism

s in

pla

ce t

o en

sure

the

qua

lity

of t

he

exam

inat

ion.2

3

Ther

e ar

e va

ried

and

syst

emat

ic

mec

hani

sms i

n pl

ace

to e

nsur

e th

e qu

ality

of

the

exam

inat

ion.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng fa

irne

ss

Inap

prop

riate

beh

avio

r su

rrou

ndin

g th

e ex

amin

atio

n pr

oces

s is h

igh.

In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s mod

erat

e.24

In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s low

. In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s mar

gina

l.

The

exam

inat

ion

resu

lts l

ack

cred

ibili

ty

for a

ll st

akeh

olde

r gro

ups.

Th

e ex

amin

atio

n re

sults

are

cre

dibl

e fo

r so

me

stak

ehol

der g

roup

s.25

Th

e ex

amin

atio

n re

sults

are

cre

dibl

e fo

r al

l sta

keho

lder

gro

ups.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

maj

ority

of t

he s

tude

nts

(mor

e th

an

50%

) m

ay

not

take

th

e ex

amin

atio

n be

caus

e of

lan

guag

e, g

ende

r, or

oth

er

equi

vale

nt b

arrie

rs.

A sig

nific

ant p

ropo

rtio

n of

stud

ents

(10%

-50

%)

may

no

t ta

ke

the

exam

inat

ion

beca

use

of l

angu

age,

gen

der,

or o

ther

eq

uiva

lent

bar

riers

.

A sm

all p

ropo

rtio

n of

stu

dent

s (le

ss th

an

10%

) m

ay

not

take

th

e ex

amin

atio

n be

caus

e of

lan

guag

e, g

ende

r, or

oth

er

equi

vale

nt b

arrie

rs.

All

stud

ents

can

tak

e th

e ex

amin

atio

n;

ther

e ar

e no

lang

uage

, ge

nder

or

othe

r eq

uiva

lent

bar

riers

.26

(CO

NTI

NU

ED)

MO

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BER

COU

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Y RE

PORT

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S 30

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 3:

Us

ing

exam

inat

ion

info

rmat

ion

in a

fair

way

Exam

inat

ion

resu

lts a

re n

ot u

sed

in a

pr

oper

way

by

all s

take

hold

er g

roup

s.

Exam

inat

ion

resu

lts a

re u

sed

by s

ome

stak

ehol

der g

roup

s in

a pr

oper

way

. Ex

amin

atio

n re

sults

are

use

d by

mos

t st

akeh

olde

r gro

ups i

n a

prop

er w

ay.27

Ex

amin

atio

n re

sults

ar

e us

ed

by

all

stak

ehol

der g

roup

s in

a pr

oper

way

.

Stud

ent n

ames

and

resu

lts a

re p

ublic

.28

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

St

uden

ts’ r

esul

ts a

re c

onfid

entia

l. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

ASSE

SSM

ENT

QU

ALIT

Y 4:

En

suri

ng p

ositi

ve c

onse

quen

ces o

f the

exa

min

atio

n Th

ere

are

no o

ptio

ns fo

r stu

dent

s who

do

not

perf

orm

wel

l on

the

exam

inat

ion,

or

stud

ents

m

ust

leav

e th

e ed

ucat

ion

syst

em.

Ther

e ar

e ve

ry

limite

d op

tions

fo

r st

uden

ts w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion.

Ther

e ar

e so

me

optio

ns fo

r stu

dent

s who

do

no

t pe

rfor

m

wel

l on

th

e ex

amin

atio

n.29

Ther

e is

a va

riety

of o

ptio

ns fo

r st

uden

ts

who

do

no

t pe

rfor

m

wel

l on

th

e ex

amin

atio

n.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

mon

itor

the

cons

eque

nces

of

th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

som

e m

echa

nism

s in

pla

ce t

o m

onito

r th

e co

nseq

uenc

es

of

the

exam

inat

ion.

30

Ther

e is

a va

riety

of m

echa

nism

s in

pla

ce

to

mon

itor

the

cons

eque

nces

of

th

e ex

amin

atio

n.

MO

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S 31

Exam

inat

ions

: Developmen

t-level rating j

ustifications

1. T

he B

acca

laur

eate

Exa

m, a

s the

exi

t exa

min

atio

n fo

r upp

er-s

econ

dary

scho

ol, h

as b

een

appl

ied

since

the

prot

ecto

rate

, and

refo

rms h

ave

impr

oved

it th

roug

h th

e ye

ars.

The

cur

rent

form

at h

as b

een

adm

inist

ered

sinc

e 20

03.

2.

The

Bac

cala

urea

te E

xam

is a

utho

rized

by

"The

Min

ister

ial D

ecisi

on fo

r Org

anizi

ng th

e Ex

amin

atio

ns fo

r Obt

aini

ng th

e Ba

ccal

aure

ate

Cert

ifica

te" d

ocum

ent,

signe

d by

the

Min

ister

of N

atio

nal E

duca

tion

and

Voca

tiona

l Tra

inin

g.

3. T

he m

inist

eria

l dec

ision

is a

vaila

ble

and

to, a

nd e

asily

acc

esse

d by

, the

pub

lic.

4. T

he p

olic

y do

cum

ent i

nclu

des t

he fo

llow

ing:

-

It ou

tline

s gov

erna

nce,

dist

ribut

ion

of p

ower

, and

resp

onsib

ilitie

s am

ong

key

entit

ies.

-

It de

scrib

es th

e pu

rpos

e of

the

exam

inat

ion.

-

It sp

ecifi

es w

ho c

an si

t for

the

exam

inat

ion.

-

It ex

plai

ns a

lignm

ent w

ith cu

rric

ula

and

stan

dard

s.

The

polic

y do

cum

ent d

oes n

ot in

clud

e th

e fo

llow

ing:

-

It do

es n

ot d

escr

ibe

the

auth

orize

d us

es o

f res

ults

. -

It do

es n

ot st

ate

the

fund

ing

sour

ces.

-

It do

es n

ot o

utlin

e pr

oced

ures

to in

vest

igat

e an

d ad

dres

s sec

urity

bre

ache

s, c

heat

ing,

or o

ther

form

s of i

napp

ropr

iate

beh

avio

r.

- It

does

not

out

line

proc

edur

es fo

r spe

cial

/disa

dvan

tage

d st

uden

ts

5. T

he fo

llow

ing

stak

ehol

der g

roup

s str

ongl

y su

ppor

t the

exa

min

atio

n pr

ogra

m:

- Po

licym

aker

s -

Teac

her u

nion

s -

Educ

ator

s -

Stud

ents

-

Med

ia

- U

nive

rsiti

es

The

follo

win

g su

ppor

t the

exa

min

atio

n pr

ogra

m:

- Pa

rent

s Th

e fo

llow

ing

are

neut

ral r

egar

ding

the

exam

inat

ion

prog

ram

: -

Thin

k ta

nks,

nong

over

nmen

tal o

rgan

izatio

ns o

r equ

ival

ent

- Em

ploy

ers

MO

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S 32

-

6. C

oord

inat

ed e

ffort

s hav

e be

en m

ade

by st

akeh

olde

r gro

ups t

o im

prov

e th

e ex

amin

atio

n.

7. E

ffort

s to

impr

ove

the

exam

inat

ion

are

gene

rally

wel

com

ed b

y th

e le

ader

ship

in c

harg

e of

the

exam

inat

ion.

8.

The

re is

regu

lar f

undi

ng a

lloca

ted

for t

he e

xam

inat

ion

by th

e go

vern

men

t. 9.

The

follo

win

g ac

tiviti

es a

re c

over

ed b

y fu

ndin

g al

loca

ted

for t

he e

xam

inat

ion:

-

Exam

inat

ion

desig

n -

Exam

inat

ion

adm

inist

ratio

n -

Data

ana

lysis

-

Data

repo

rtin

g

- Lo

ng- o

r med

ium

-ter

m p

lann

ing

of p

rogr

am m

ilest

ones

-

Rese

arch

and

dev

elop

men

t -

Staf

f tra

inin

g, a

ctiv

ities

not

rela

ted

to e

xam

inat

ion

10. R

esea

rch

and

deve

lopm

ent a

ctiv

ities

are

cov

ered

by

fund

ing

for t

he e

xam

inat

ion.

11

. The

exa

min

atio

n of

fice

has h

ad p

rimar

y re

spon

sibili

ty fo

r run

ning

the

exam

inat

ion

since

200

3.

12. T

he o

ffice

resp

onsib

le fo

r run

ning

the

exam

inat

ion

is ac

coun

tabl

e to

the

acad

emy

to w

hich

it b

elon

gs a

nd is

not

acc

ount

able

to a

n ex

tern

al b

ody.

13

. Bac

cala

urea

te h

olde

rs e

asily

secu

re a

dmiss

ion

to m

any

Euro

pean

uni

vers

ities

and

oth

er in

stitu

tions

of h

ighe

r edu

catio

n, in

clud

ing

in F

ranc

e, S

pain

, Ger

man

y,

and

Finl

and,

in a

dditi

on to

Ara

b an

d As

ian

scho

ols.

14. T

he e

xam

inat

ion

offic

e ha

s the

follo

win

g:

- Co

mpu

ters

for a

ll te

chni

cal s

taff

- Se

cure

bui

ldin

g -

Secu

re st

orag

e fa

cilit

ies

- Ac

cess

to a

dequ

ate

com

pute

r ser

vers

-

Abili

ty to

bac

kup

data

-

Adeq

uate

com

mun

icat

ion

tool

s (ph

one,

em

ail,

Inte

rnet

) 15

. Nat

iona

lly, t

here

are

hum

an re

sour

ces a

vaila

ble

at th

e N

atio

nal C

ente

r for

Eva

luat

ion,

Exa

min

atio

ns, a

nd O

rient

atio

n (N

CEEO

). Th

e ce

nter

also

em

ploy

s in

spec

tors

and

trai

ners

as n

eede

d.

MO

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PORT

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RES

ULT

S 33

One

issu

e th

at h

as b

een

iden

tifie

d w

ith th

e pe

rfor

man

ce o

f tho

se re

spon

sible

for t

he e

xam

inat

ion

is po

or tr

aini

ng o

f tes

t adm

inist

rato

rs w

ho a

re m

ainl

y te

ache

rs, e

spec

ially

whe

n th

ey a

re n

ew in

the

role

. 16

. The

follo

win

g op

port

uniti

es a

re a

vaila

ble

in M

oroc

co o

n an

ann

ual b

asis:

-

Fund

ing

for a

tten

ding

inte

rnat

iona

l pro

gram

s, co

urse

s, o

r wor

ksho

ps o

n ed

ucat

iona

l mea

sure

men

t and

eva

luat

ion

-

Inte

rnsh

ips i

n th

e ex

amin

atio

n of

fice

Uni

vers

ity g

radu

ate

prog

ram

s, c

ours

es, o

r non

-uni

vers

ity tr

aini

ng c

ours

es o

r wor

ksho

ps o

n ed

ucat

iona

l mea

sure

men

t and

eva

luat

ion

are

not a

vaila

ble.

17. T

he e

xam

inat

ion

mea

sure

s the

nat

iona

l sch

ool c

urric

ulum

gui

delin

es o

r sta

ndar

ds.

18. S

take

hold

er g

roup

s lar

gely

acc

ept w

hat i

s mea

sure

d by

the

exam

inat

ion.

19

. All

stud

ents

def

inite

ly h

ave

acce

ss to

the

mat

eria

ls ne

eded

to p

repa

re fo

r the

exa

min

atio

n. M

ater

ials

are

wid

ely

acce

ssib

le b

y vi

rtua

lly a

ll st

uden

ts (m

ore

than

90%

) in

a va

riety

of l

earn

ing

cont

exts

. Pu

blic

ly a

vaila

ble

mat

eria

ls in

clud

e:

- Ex

ampl

es o

f the

type

s of q

uest

ions

that

are

on

the

exam

inat

ion

-

Info

rmat

ion

on h

ow to

pre

pare

for t

he e

xam

inat

ion

- Th

e fr

amew

ork

docu

men

t exp

lain

ing

wha

t is m

easu

red

on th

e ex

amin

atio

n

20. T

here

are

regu

larly

upd

ated

, com

pulso

ry c

ours

es o

r wor

ksho

ps a

s wel

l as r

egul

arly

upd

ated

vol

unta

ry c

ours

es o

r wor

ksho

ps. W

orks

hops

are

org

anize

d by

ac

adem

ies,

insp

ecto

rs, o

r by

the

Nat

iona

l Dire

ctor

of T

rain

ing.

Su

ch c

ours

es a

re u

sual

ly a

vaila

ble

to a

ll te

ache

rs.

Topi

cs c

over

ed b

y th

e co

urse

s inc

lude

: ana

lyzin

g cu

rric

ula,

dev

elop

ing

fram

ewor

ks, d

esig

ning

item

s and

cor

rect

ion

code

book

s, an

d cr

eatin

g ch

eckl

ists f

or

corr

ectio

n an

d re

sults

pre

sent

atio

n.

21. T

he fo

llow

ing

exam

inat

ion-

rela

ted

task

s are

per

form

ed m

ainl

y by

teac

hers

: -

Sele

ctin

g or

cre

atin

g ex

amin

atio

n qu

estio

ns

- Se

lect

ing

or c

reat

ing

exam

inat

ion

scor

ing

guid

es

- Ad

min

ister

ing

the

exam

inat

ion

- Sc

orin

g th

e ex

amin

atio

n

MO

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PORT

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ULT

S 34

The

follo

win

g ex

amin

atio

n-re

late

d ta

sks a

re n

ot m

ainl

y pe

rfor

med

by

teac

hers

: -

Actin

g as

a ju

dge

(i.e.

in o

rals)

-

Supe

rvisi

ng e

xam

inat

ion

proc

edur

es

- Re

solv

ing

inco

nsist

enci

es b

etw

een

exam

inat

ion

scor

es a

nd sc

hool

gra

des (

i.e. m

oder

atio

n)

22. T

here

is so

me

docu

men

tatio

n on

the

exam

inat

ion,

but

it is

not

in a

form

al re

port

form

at.

23. T

he o

nly

mec

hani

sm in

pla

ce to

ens

ure

the

qual

ity o

f the

exa

min

atio

n is

inte

rnal

revi

ew o

r obs

erve

rs. T

he N

atio

nal E

xam

inat

ion

Com

miss

ion

reso

rts t

o ve

rifie

rs (t

ypic

ally

teac

hers

, but

som

etim

es su

perv

isors

of c

erta

in su

bjec

ts) a

t the

end

of t

he p

roce

ss o

f des

igni

ng th

e qu

estio

ns. V

erifi

ers t

ake

the

exam

inat

ion,

ga

uge

the

time

to b

e sp

ent o

n it

by st

uden

ts, r

evise

the

lang

uage

, and

writ

e a

repo

rt su

gges

ting

impr

ovem

ents

, if a

ny.

The

follo

win

g m

echa

nism

s are

not

in p

lace

to e

nsur

e th

e qu

ality

of t

he e

xam

inat

ion:

-

Exte

rnal

revi

ew o

r obs

erve

rs

- Ex

tern

al c

ertif

icat

ion

or a

udit

-

Pilo

t or f

ield

test

ing

-

Tran

slatio

n ve

rific

atio

n 24

. The

follo

win

g in

appr

opria

te b

ehav

iors

typi

cally

occ

ur d

urin

g th

e ex

amin

atio

n pr

oces

s:

- Co

pyin

g fr

om o

ther

can

dida

tes

- U

se o

f una

utho

rized

mat

eria

ls su

ch a

s pre

pare

d an

swer

s and

not

es

- Co

llusio

n am

ong

cand

idat

es v

ia m

obile

pho

ne, p

assin

g of

pap

er, o

r equ

ival

ent

- In

timid

atio

n of

exa

min

atio

n su

perv

isors

, mar

kers

or o

ffici

als

The

follo

win

g in

appr

opria

te b

ehav

iors

do

not t

ypic

ally

occ

ur d

urin

g th

e ex

amin

atio

n pr

oces

s:

- Le

akag

e of

the

cont

ent o

f an

exam

inat

ion

pape

r or p

art o

f a p

aper

prio

r to

the

exam

inat

ion

-

Impe

rson

atio

n w

hen

an in

divi

dual

oth

er th

an th

e re

gist

ered

can

dida

te ta

kes t

he e

xam

inat

ion

-

Issu

ance

of f

orge

d ce

rtifi

cate

s or a

ltera

tion

of re

sults

info

rmat

ion

- Pr

ovisi

on o

f ext

erna

l ass

istan

ce v

ia th

e su

perv

isor,

mob

ile p

hone

or o

ther

mea

ns

25. E

xam

inat

ion

resu

lts a

re p

erce

ived

as c

redi

ble

by e

duca

tion

spec

ialis

ts, b

ut so

met

imes

att

ract

crit

icism

from

the

med

ia.

26. A

ll st

uden

ts c

an ta

ke th

e ex

amin

atio

n re

gard

less

of b

ackg

roun

d, lo

catio

n, th

e ab

ility

to p

ay, o

r the

like

. 27

. Som

e po

litic

al p

artie

s use

resu

lts fo

r crit

ical

pur

pose

s, fo

r exa

mpl

e, v

oici

ng c

ompl

aint

s abo

ut th

e lo

w p

erfo

rman

ce le

vel o

f stu

dent

s or t

he a

dmin

istra

tion

The

follo

win

g st

akeh

olde

r gro

ups d

o no

t use

the

exam

inat

ion

resu

lts im

prop

erly

:

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

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MEN

T

SA

BER

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NTR

Y RE

PORT

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S 35

- Te

ache

r uni

ons

- Ed

ucat

ors

- St

uden

ts

- Pa

rent

s -

Med

ia

- Th

ink

tank

s, no

ngov

ernm

enta

l org

aniza

tions

, or e

quiv

alen

t -

Uni

vers

ities

-

Empl

oyer

s 28

. Stu

dent

s' re

sults

are

mad

e pu

blic

as s

oon

as th

e pr

oced

ures

are

ove

r. Th

eir s

core

s are

pos

ted

in sc

hool

s and

com

mun

icat

ed v

ia M

ASSA

R (a

gra

ding

syst

em)

to p

aren

ts, a

nd p

ut o

n va

rious

ele

ctro

nic

sites

acc

essib

le b

y m

inist

ries,

non

gove

rnm

enta

l org

aniza

tions

, aca

dem

ies,

and

prov

ince

s.

29. S

tude

nts w

ho d

on't

perf

orm

wel

l on

the

exam

inat

ion

do n

ot h

ave

to le

ave

the

educ

atio

n sy

stem

and

may

reta

ke th

e ex

amin

atio

n. T

hey

may

also

opt

for l

ess

sele

ctiv

e sc

hool

s, un

iver

sitie

s, o

r tra

cks,

or r

epea

t the

gra

de. H

owev

er, s

tude

nts m

ay n

ot a

tten

d re

med

ial o

r pre

para

tory

cou

rses

to p

repa

re to

reta

ke th

e ex

amin

atio

n.

30. T

he o

nly

mec

hani

sm in

pla

ce to

mon

itor t

he c

onse

quen

ces o

f the

exa

min

atio

n is

regu

lar f

ocus

gro

ups o

r sur

veys

of k

ey st

akeh

olde

rs. T

he N

CEEO

ana

lyze

s th

e qu

estio

ns a

fter t

he B

acca

laur

eate

Exa

m, u

sing

item

resp

onse

theo

ry (I

RT) t

o pr

ovid

e fe

edba

ck to

nat

iona

l com

miss

ions

and

supe

rviso

rs (i

nspe

ctor

s who

tr

ain,

mon

itor,

and

coac

h te

ache

rs a

nd e

nsur

e th

e cu

rric

ulum

is im

plem

ente

d an

d co

ntin

uous

ass

essm

ent i

s pro

perly

adm

inist

ered

) for

regu

lar i

mpr

ovem

ent.

The

follo

win

g m

echa

nism

s are

not

in p

lace

to m

onito

r the

con

sequ

ence

s of t

he e

xam

inat

ion:

-

Fund

ing

for i

ndep

ende

nt re

sear

ch o

n th

e im

pact

of t

he e

xam

inat

ion

-

A pe

rman

ent o

vers

ight

com

mitt

ee

- St

udie

s (e.

g. p

redi

ctiv

e va

lidity

) tha

t are

upd

ated

regu

larly

-

Expe

rt re

view

gro

ups

MO

ROCC

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UDEN

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T

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Y RE

PORT

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S 36

M

OR

OCC

O

Natio

nal (

or S

yste

m-L

evel

) Lar

ge-S

cale

Ass

essm

ent (

NLSA

)

MO

ROCC

O ǀ

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R-ST

UDEN

T AS

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BER

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PORT

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S 37

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

fisca

l and

hum

an re

sour

ces i

n w

hich

NLS

A ac

tivity

take

s pla

ce in

a co

untr

y or

syst

em,

and

the

exte

nt to

whi

ch th

at fr

amew

ork

is co

nduc

ive

to, o

r sup

port

ive

of, t

he N

LSA

activ

ity

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r po

licie

s for

NLS

A

No

NLS

A ex

erci

se h

as ta

ken

plac

e.

The

NLS

A ha

s be

en

oper

atin

g on

an

irr

egul

ar b

asis.

1 Th

e N

LSA

is a

stab

le p

rogr

am t

hat

has

been

ope

ratin

g re

gula

rly.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ther

e is

no p

olic

y do

cum

ent p

erta

inin

g to

N

LSA.

Th

ere

is an

in

form

al

or

draf

t po

licy

docu

men

t tha

t aut

horiz

es th

e N

LSA.

Th

ere

is a

form

al p

olic

y do

cum

ent

that

au

thor

izes t

he N

LSA.

2 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. Th

e po

licy

docu

men

t is

avai

labl

e to

the

pu

blic

.3 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e is

no p

lan

for N

LSA

activ

ity.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

is a

gene

ral u

nder

stan

ding

that

the

NLS

A w

ill ta

ke p

lace

.4 Th

ere

is a

writ

ten

NLS

A pl

an f

or t

he

com

ing

year

s.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g st

rong

pub

lic e

ngag

emen

t for

NLS

A

All

stak

ehol

der

grou

ps s

tron

gly

oppo

se

NLS

A or

are

indi

ffere

nt to

it.

Som

e st

akeh

olde

r gr

oups

op

pose

th

e N

LSA.

M

ost

stak

ehol

ders

gro

ups

supp

ort

the

NLS

A.5

All s

take

hold

er g

roup

s sup

port

the

NLS

A.

(CO

NTI

NU

ED)

MO

ROCC

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T AS

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MEN

T

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BER

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Y RE

PORT

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S 38

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g re

gula

r fu

ndin

g fo

r NL

SA

Ther

e is

no fu

ndin

g al

loca

ted

to N

LSA.

Th

ere

is irr

egul

ar fu

ndin

g al

loca

ted

to th

e N

LSA.

Th

ere

is re

gula

r fu

ndin

g al

loca

ted

to t

he

NLS

A.6

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re N

LSA

activ

ities

: de

sign,

ad

min

istra

tion,

an

alys

is,

and

repo

rtin

g.

Fund

ing

cove

rs a

ll co

re N

LSA

activ

ities

: de

sign,

ad

min

istra

tion,

an

alys

is an

d re

port

ing.

7

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g do

es n

ot c

over

res

earc

h an

d de

velo

pmen

t act

iviti

es.8

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

re

sear

ch

and

deve

lopm

ent a

ctiv

ities

.

ENAB

LIN

G CO

NTE

XT 4

: H

avin

g st

rong

org

aniz

atio

nal s

truc

ture

s for

NLS

A

Ther

e is

no N

LSA

offic

e, a

d ho

c un

it or

te

am.

The

NLS

A of

fice

is a

tem

pora

ry a

genc

y or

gr

oup

of p

eopl

e.

The

NLS

A of

fice

is a

perm

anen

t ag

ency

, in

stitu

tion

or u

nit.9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Po

litic

al c

onsid

erat

ions

reg

ular

ly h

ampe

r te

chni

cal c

onsid

erat

ions

. Po

litic

al

cons

ider

atio

ns

som

etim

es

ham

per t

echn

ical

con

sider

atio

ns.

Polit

ical

co

nsid

erat

ions

ne

ver

ham

per

tech

nica

l con

sider

atio

ns.10

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e N

LSA

offic

e is

not

acco

unta

ble

to a

cl

early

reco

gniz

ed b

ody.

Th

e N

LSA

offic

e is

acco

unta

ble

to a

clea

rly

reco

gnize

d bo

dy.11

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

(CO

NTI

NU

ED)

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

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NTR

Y RE

PORT

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S 39

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Hav

ing

effe

ctiv

e hu

man

res

ourc

es fo

r NL

SA

Ther

e is

no s

taff

allo

cate

d fo

r ru

nnin

g an

N

LSA.

Th

e N

LSA

offic

e is

inad

equa

tely

staf

fed

to

effe

ctiv

ely

carr

y ou

t the

ass

essm

ent. 1

2 Th

e N

LSA

offic

e is

adeq

uate

ly s

taffe

d to

ca

rry

out

the

NLS

A ef

fect

ivel

y,

with

m

inim

al is

sues

.

The

NLS

A of

fice

is ad

equa

tely

sta

ffed

to

carr

y ou

t th

e N

LSA

effe

ctiv

ely,

with

no

issue

s.

The

coun

try

does

not

offe

r opp

ortu

nitie

s th

at

prep

are

indi

vidu

als

for

wor

k on

N

LSA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y of

fers

som

e op

port

uniti

es to

pr

epar

e in

divi

dual

s fo

r w

ork

on

the

NLS

A.13

The

coun

try

offe

rs

a w

ide

rang

e of

op

port

uniti

es t

o pr

epar

e in

divi

dual

s fo

r w

ork

on th

e N

LSA.

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

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EMS

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ULT

S 40

SYST

EM A

LIGN

MEN

T

Degr

ee to

whi

ch th

e NL

SA is

cohe

rent

with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng th

e NL

SA w

ith le

arni

ng g

oals

It is

not

clea

r if

the

NLS

A is

base

d on

cu

rric

ulum

or l

earn

ing

stan

dard

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e N

LSA

mea

sure

s pe

rfor

man

ce a

gain

st

curr

icul

um o

r lea

rnin

g st

anda

rds.

14

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Wha

t th

e N

LSA

mea

sure

s is

gene

rally

qu

estio

ned

by st

akeh

olde

r gro

ups.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Wha

t the

NLS

A m

easu

res i

s que

stio

ned

by

som

e st

akeh

olde

r gro

ups.

15

Wha

t th

e N

LSA

mea

sure

s is

larg

ely

acce

pted

by

stak

ehol

der g

roup

s.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re

that

th

e N

LSA

accu

rate

ly

mea

sure

s wha

t it i

s sup

pose

d to

mea

sure

.

Ther

e ar

e ad

hoc

rev

iew

s of

the

NLS

A to

en

sure

th

at

it m

easu

res

wha

t it

is in

tend

ed to

mea

sure

.

Ther

e ar

e re

gula

r in

tern

al r

evie

ws

of th

e N

LSA

to e

nsur

e th

at it

mea

sure

s wha

t it i

s in

tend

ed to

mea

sure

.16

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

SYST

EM A

LIGN

MEN

T 2:

Pr

ovid

ing

teac

hers

wit

h op

port

uniti

es to

lear

n ab

out t

he N

LSA

Ther

e ar

e no

cour

ses o

r wor

ksho

ps o

n th

e N

LSA.

Th

ere

are

occa

siona

l co

urse

s or

w

orks

hops

on

the

NLS

A.17

Th

ere

are

som

e co

urse

s or

wor

ksho

ps o

n th

e N

LSA

offe

red

on a

regu

lar b

asis.

Th

ere

are

wid

ely

avai

labl

e, h

igh-

qual

ity

cour

ses

or

wor

ksho

ps

on

the

NLS

A of

fere

d on

a re

gula

r bas

is.

MO

ROCC

O ǀ

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T AS

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MEN

T

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BER

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NTR

Y RE

PORT

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ULT

S 41

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

NLSA

mee

ts te

chni

cal s

tand

ards

, is f

air,

and

is us

ed in

an

effe

ctiv

e w

ay

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng th

e qu

alit

y of

the

NLSA

No

optio

ns a

re o

ffere

d to

inc

lude

all

grou

ps o

f stu

dent

s in

the

NLS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

At

leas

t one

opt

ion

is of

fere

d to

incl

ude

all

grou

ps o

f stu

dent

s in

the

NLS

A.18

Di

ffere

nt o

ptio

ns a

re o

ffere

d to

incl

ude

all

grou

ps o

f stu

dent

s in

the

NLS

A.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he N

LSA.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e so

me

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he N

LSA.

Th

ere

are

a va

riety

of

mec

hani

sms

in

plac

e to

ens

ure

the

qual

ity o

f the

NLS

A.19

Ther

e is

no t

echn

ical

rep

ort

or o

ther

do

cum

enta

tion

abou

t the

NLS

A.

Ther

e is

som

e do

cum

enta

tion

abou

t th

e te

chni

cal a

spec

ts o

f the

NLS

A, b

ut it

is n

ot

in a

form

al re

port

form

at.

Ther

e is

a co

mpr

ehen

sive

tech

nica

l re

port

, but

with

rest

ricte

d ci

rcul

atio

n.

Ther

e is

a co

mpr

ehen

sive,

hig

h-qu

ality

te

chni

cal r

epor

t av

aila

ble

to t

he g

ener

al

publ

ic.20

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of t

he N

LSA

NLS

A re

sults

are

not

diss

emin

ated

. N

LSA

resu

lts a

re p

oorly

diss

emin

ated

. N

LSA

resu

lts

are

diss

emin

ated

in

an

ef

fect

ive

way

.21

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

NLS

A in

form

atio

n is

not u

sed,

or i

s use

d in

w

ays

inco

nsist

ent

with

the

pur

pose

s or

th

e te

chni

cal

char

acte

ristic

s of

th

e as

sess

men

t.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

N

LSA

resu

lts

are

used

by

so

me

stak

ehol

der

grou

ps

in

a w

ay

that

is

cons

isten

t w

ith

the

purp

oses

an

d te

chni

cal

char

acte

ristic

s of

th

e as

sess

men

t.

NLS

A in

form

atio

n is

used

by

al

l st

akeh

olde

r gr

oups

in

a

way

th

at

is co

nsist

ent

with

th

e pu

rpos

es

and

tech

nica

l ch

arac

teris

tics

of

the

asse

ssm

ent.22

Th

ere

are

no m

echa

nism

s in

pla

ce t

o m

onito

r the

con

sequ

ence

s of t

he N

LSA.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e so

me

mec

hani

sms

in p

lace

to

mon

itor t

he c

onse

quen

ces o

f the

NLS

A.23

Th

ere

are

a va

riety

of

mec

hani

sms

in

plac

e to

mon

itor t

he c

onse

quen

ces o

f the

N

LSA.

MO

ROCC

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R-ST

UDEN

T AS

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MEN

T

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PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 42

Natio

nal (

or S

yste

m-L

evel

) Lar

ge-S

cale

Ass

essm

ent (

NLSA

): Developmen

t-level rating j

ustifications

1. L

e Pr

ogra

mm

e Na

tiona

l de

l’Eva

luat

ion

des A

ppre

ntiss

ages

(Nat

iona

l Pro

gram

for A

sses

smen

t of L

earn

ing)

was

firs

t adm

inist

ered

five

to 1

0 ye

ars a

go a

nd is

ad

min

ister

ed o

ne to

two

times

eve

ry 1

0 ye

ars.

2. T

he p

olic

y do

cum

ent i

s Le

Prog

ram

me

Natio

nal d

e l’E

valu

atio

n de

s App

rent

issag

es (N

atio

nal P

rogr

am fo

r Ass

essm

ent o

f Lea

rnin

g), a

circ

ular

issu

ed b

y th

e M

inist

ry o

f Nat

iona

l Edu

catio

n, H

ighe

r Edu

catio

n, a

nd S

cien

tific

Res

earc

h in

200

9.

3. T

he p

olic

y do

cum

ent i

s ava

ilabl

e to

the

publ

ic.

4. T

here

is a

com

mon

und

erst

andi

ng th

at th

e N

LSA

will

take

pla

ce in

com

ing

year

s. T

here

is n

o w

ritte

n NL

SA p

lan

for t

he c

omin

g ye

ars.

5.

Thi

nk ta

nks,

non

gove

rnm

enta

l org

aniza

tions

or e

quiv

alen

t str

ongl

y su

ppor

t the

NLS

A. T

each

er u

nion

s, e

duca

tors

, and

the

med

ia su

ppor

t the

NLS

A.

Polic

ymak

ers,

stud

ents

, and

par

ents

are

neu

tral

rega

rdin

g th

e N

LSA.

It is

unc

lear

how

muc

h un

iver

sitie

s and

em

ploy

ers s

uppo

rt o

r opp

ose

the

NLS

A.

6. T

here

is re

gula

r fun

ding

allo

cate

d to

the

NLS

A.

7. F

undi

ng c

over

s: a

sses

smen

t des

ign,

ass

essm

ent a

dmin

istra

tion,

dat

a an

alys

is, d

ata

repo

rtin

g, lo

ng- o

r med

ium

-ter

m p

lann

ing

of p

rogr

am m

ilest

ones

, and

staf

f tr

aini

ng.

8. F

undi

ng d

oes n

ot c

over

rese

arch

and

dev

elop

men

t act

iviti

es.

9. T

he N

atio

nal C

ente

r for

Eva

luat

ion,

Exa

ms,

and

Orie

ntat

ion

(NCE

EO) a

nd R

egio

nal A

cade

mie

s for

Edu

catio

n an

d Tr

aini

ng (A

REFs

) are

resp

onsib

le fo

r run

ning

th

e as

sess

men

t. In

stru

men

t dev

elop

men

t is c

arrie

d ou

t by

NCE

EO. A

REFs

are

resp

onsib

le fo

r fin

anci

ng a

dmin

istra

tion,

in-s

ervi

ce tr

aini

ng, a

nd u

sing

the

resu

lts.

10. P

oliti

cal c

onsid

erat

ions

nev

er h

ampe

r tec

hnic

al c

onsid

erat

ions

. 11

. The

NLS

A of

fice

is ac

coun

tabl

e to

a c

lear

ly re

cogn

ized

body

. It i

s acc

ount

able

to a

n ex

tern

al, n

ongo

vern

men

tal b

oard

or c

omm

ittee

. 12

. The

re is

per

man

ent o

r ful

l-tim

e st

aff,

but i

t is i

nsuf

ficie

nt to

mee

t the

nee

ds o

f the

ass

essm

ent.

The

follo

win

g iss

ue h

as b

een

iden

tifie

d w

ith th

e pe

rfor

man

ce

of h

uman

reso

urce

s res

pons

ible

for t

he N

LSA:

poo

r tra

inin

g of

test

adm

inist

rato

rs o

r unc

lear

inst

ruct

ions

and

gui

delin

es fo

r adm

inist

erin

g th

e as

sess

men

t. In

pa

rtic

ular

, the

re is

a d

efic

ienc

y in

teac

her c

ompe

tenc

ies r

elat

ed to

usin

g te

st re

sults

. Th

e fo

llow

ing

issue

s hav

e no

t bee

n id

entif

ied:

del

ays i

n ad

min

ister

ing

the

asse

ssm

ent d

ue to

issu

es w

ith th

e de

sign

of th

e qu

estio

ns; e

rror

s in

scor

ing

that

hav

e le

d to

del

ays i

n re

sults

bei

ng re

port

ed; w

eakn

esse

s in

test

des

ign;

om

issio

n of

cur

ricul

ar to

pics

; fre

quen

t err

ors i

n th

e te

st q

uest

ions

; fre

quen

t err

ors i

n da

ta

proc

essin

g.

MO

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PORT

|20

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 43

13. T

he fo

llow

ing

oppo

rtun

ities

are

ava

ilabl

e an

nual

ly to

pre

pare

indi

vidu

als f

or w

ork

on th

e NL

SA:

- Fu

ndin

g fo

r att

endi

ng in

tern

atio

nal p

rogr

ams o

r cou

rses

or w

orks

hops

on

educ

atio

nal m

easu

rem

ent a

nd e

valu

atio

n

- In

tern

ship

s or s

hort

-term

em

ploy

men

t in

the

larg

e-sc

ale

asse

ssm

ent o

ffice

Th

e nu

mbe

r of p

eopl

e w

ho ta

ke p

art i

n su

ch tr

aini

ng se

ssio

ns is

lim

ited.

The

Min

istry

of N

atio

nal E

duca

tion

and

Voca

tiona

l Tra

inin

g or

NCE

EO h

as a

lso o

rgan

ized

wor

ksho

ps w

ith th

e la

unch

of t

he n

ew a

sses

smen

t pro

gram

, for

ex

ampl

e as

was

don

e du

ring

the

laun

ch o

f the

L’é

valu

atio

n de

s pré

requ

is sc

olai

res (

the

asse

ssm

ent o

f sch

oolin

g pr

ereq

uisit

es) i

n 20

09.

14. T

he N

LSA

mea

sure

s per

form

ance

aga

inst

cur

ricul

um o

r lea

rnin

g st

anda

rds.

15

. Tea

cher

uni

ons q

uest

ion

the

impo

rtan

ce o

f ass

essm

ents

. 16

. The

follo

win

g m

echa

nism

s are

in p

lace

to e

nsur

e th

at th

e NL

SA m

easu

res w

hat i

t is i

nten

ded

to m

easu

re:

- Re

gula

r ind

epen

dent

revi

ew b

y qu

alifi

ed e

xper

ts o

f the

alig

nmen

t bet

wee

n th

e as

sess

men

t ins

trum

ent a

nd w

hat i

t is s

uppo

sed

to m

easu

re

- Re

gula

r int

erna

l rev

iew

of t

he a

lignm

ent b

etw

een

the

asse

ssm

ent i

nstr

umen

t and

wha

t it i

s sup

pose

d to

mea

sure

17

. The

re a

re o

ccas

iona

l cou

rses

or w

orks

hops

on

the

NLS

A, a

nd m

ost c

ours

es a

re o

f hig

h qu

ality

. M

ore

trai

ning

is n

eede

d, e

spec

ially

rela

ted

to a

naly

sis a

nd d

ata

expl

oita

tion,

such

as t

houg

h ac

tion

plan

s for

impr

ovem

ent o

r pol

icy

brie

fs.

Pres

enta

tions

are

not

offe

red.

Mos

t tea

cher

s do

not h

ave

acce

ss to

live

cou

rses

or w

orks

hops

, or t

o on

line

cour

ses.

Mos

t cou

rses

do

not p

rovi

de te

ache

rs w

ith

rele

vant

mat

eria

ls th

at th

ey c

an u

se in

thei

r cla

ssro

oms.

18

. Spe

cial

pla

ns a

re m

ade

to e

nsur

e th

at th

e la

rge-

scal

e as

sess

men

t is a

dmin

ister

ed to

stud

ents

in h

ard-

to-r

each

are

as. T

he la

rge-

scal

e as

sess

men

t is o

ffere

d in

th

e la

ngua

ge o

f ins

truc

tion

for a

lmos

t all

stud

ent g

roup

s.

Acco

mm

odat

ions

or a

ltern

ativ

e as

sess

men

ts a

re n

ot p

rovi

ded

for s

tude

nts w

ith d

isabi

litie

s.

19. T

he fo

llow

ing

mec

hani

sms a

re in

pla

ce to

ens

ure

the

qual

ity o

f the

NLS

A:

- Al

l pro

ctor

s or a

dmin

istra

tors

are

trai

ned

acco

rdin

g to

a p

roto

col

- Th

ere

is a

stan

dard

ized

man

ual f

or la

rge-

scal

e as

sess

men

t adm

inist

rato

rs.

- Di

scre

panc

ies m

ust b

e re

cord

ed o

n a

stan

dard

shee

t.

- A

pilo

t is c

ondu

cted

bef

ore

the

mai

n da

ta c

olle

ctio

n ta

kes p

lace

. -

All b

ookl

ets a

re n

umbe

red.

MO

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UDEN

T AS

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MEN

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PORT

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 44

- Th

ere

is do

uble

dat

a sc

orin

g.

- Sc

orer

s are

trai

ned

to e

nsur

e hi

gh in

terr

ater

relia

bilit

y.

- Th

ere

is do

uble

pro

cess

ing

of d

ata.

-

Exte

rnal

revi

ewer

s or o

bser

vers

are

pre

sent

. -

Inte

rnal

revi

ewer

s or o

bser

vers

are

pre

sent

. Th

ere

is no

ext

erna

l cer

tific

atio

n or

aud

it.

20. T

here

is a

com

preh

ensiv

e, h

igh-

qual

ity te

chni

cal r

epor

t ava

ilabl

e to

the

gene

ral p

ublic

. 21

. Res

ults

are

diss

emin

ated

in th

e fo

llow

ing

way

s:

- Re

sults

are

diss

emin

ated

with

in 1

2 m

onth

s afte

r the

larg

e-sc

ale

asse

ssm

ent i

s adm

inist

ered

. -

Repo

rts w

ith re

sults

are

mad

e av

aila

ble

for a

ll st

akeh

olde

r gro

ups.

-

The

mai

n re

port

s on

the

resu

lts c

onta

in in

form

atio

n on

ove

rall

achi

evem

ent l

evel

s and

subg

roup

s.

- Th

e m

ain

repo

rts o

n th

e re

sults

con

tain

info

rmat

ion

on tr

ends

ove

r tim

e ov

eral

l and

for s

ubgr

oups

. -

The

mai

n re

port

s on

the

resu

lts c

onta

in st

anda

rd e

rror

s.

- Th

ere

is a

med

ia b

riefin

g or

gani

zed

to d

iscus

s res

ults

. -

Ther

e ar

e w

orks

hops

or p

rese

ntat

ions

for k

ey st

akeh

olde

rs o

n th

e re

sults

. -

Resu

lts a

re fe

atur

ed in

new

spap

ers,

mag

azin

es, r

adio

, or t

elev

ision

. 22

. NLS

A in

form

atio

n is

used

by

all s

take

hold

er g

roup

s in

a w

ay th

at is

con

siste

nt w

ith th

e pu

rpos

es a

nd te

chni

cal c

hara

cter

istic

s of t

he a

sses

smen

t. 23

. The

follo

win

g m

echa

nism

s are

in p

lace

to m

onito

r the

con

sequ

ence

s of t

he N

LSA:

-

A pe

rman

ent o

vers

ight

com

mitt

ee

- Th

emed

con

fere

nces

that

pro

vide

a fo

rum

to d

iscus

s res

earc

h an

d ot

her d

ata

on th

e co

nseq

uenc

es o

f the

larg

e-sc

ale

asse

ssm

ent

The

follo

win

g m

echa

nism

s are

not

in p

lace

: -

Fund

ing

for i

ndep

ende

nt re

sear

ch o

n th

e im

pact

of t

he la

rge-

scal

e as

sess

men

t -

Regu

lar f

ocus

gro

ups o

r sur

veys

of k

ey st

akeh

olde

rs

- Ex

pert

revi

ew g

roup

s

MO

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PORT

|20

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 45

M

OR

OCC

O

Inte

rnat

iona

l Lar

ge-S

cale

Ass

essm

ent (

ILSA

)

MO

ROCC

O ǀ

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R-ST

UDEN

T AS

SESS

MEN

T

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PORT

|20

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SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 46

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

fisca

l and

hum

an re

sour

ces i

n w

hich

ILSA

take

s pla

ce in

a co

untr

y or

syst

em,

and

the

exte

nt to

whi

ch th

at fr

amew

ork

is co

nduc

ive

to, o

r sup

port

ive

of, I

LSA

activ

ity

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r po

licie

s for

ILSA

The

coun

try/

syst

em h

as n

ot p

artic

ipat

ed

in a

n IL

SA in

the

last

10

year

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

par

ticip

ated

in a

t le

ast o

ne IL

SA in

the

last

10

year

s.

The

coun

try/

syst

em h

as p

artic

ipat

ed i

n tw

o or

mor

e IL

SA in

the

last

10

year

s. 1

The

coun

try/

syst

em

has

not

take

n co

ncre

te st

eps t

o pa

rtic

ipat

e in

an

ILSA

in

the

next

5 y

ears

.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

tak

en c

oncr

ete

step

s to

part

icip

ate

in a

t lea

st o

ne IL

SA in

th

e ne

xt 5

yea

rs. 2

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ther

e is

no

polic

y do

cum

ent

that

ad

dres

ses p

artic

ipat

ion

in IL

SA.

Ther

e is

an

info

rmal

or

dr

aft

polic

y do

cum

ent t

hat a

ddre

sses

par

ticip

atio

n in

IL

SA.

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

addr

esse

s par

ticip

atio

n in

ILSA

. 3

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. 4

The

polic

y do

cum

ent

is av

aila

ble

to t

he

publ

ic.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g re

gula

r fu

ndin

g fo

r IL

SA

Ther

e is

no f

undi

ng f

or p

artic

ipat

ion

in

ILSA

. Th

ere

is fu

ndin

g fr

om l

oans

or

exte

rnal

do

nors

. Th

ere

is re

gula

r fu

ndin

g al

loca

ted

at

disc

retio

n.5

Ther

e is

regu

lar f

undi

ng a

ppro

ved

by la

w,

decr

ee o

r nor

m.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re a

ctiv

ities

of t

he

ILSA

. Fu

ndin

g co

vers

all

core

act

iviti

es o

f th

e IL

SA.6

This

optio

n do

es

not

appl

y to

th

is di

men

sion

Fund

ing

does

not

cov

er r

esea

rch

and

deve

lopm

ent a

ctiv

ities

.7 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

re

sear

ch

and

deve

lopm

ent a

ctiv

ities

.

(CO

NTI

NU

ED)

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 47

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g ef

fect

ive

hum

an r

esou

rces

for

ILSA

Ther

e is

no

team

or

na

tiona

l/sys

tem

co

ordi

nato

r to

ca

rry

out

the

ILSA

ac

tiviti

es.

Ther

e is

a te

am

or

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

.

Ther

e is

a te

am

and

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

.8

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e na

tiona

l/sys

tem

coo

rdin

ator

or o

ther

de

signa

ted

team

mem

ber

may

not

be

fluen

t in

the

lang

uage

of t

he a

sses

smen

t.

The

natio

nal/s

yste

m c

oord

inat

or is

flue

nt

in th

e la

ngua

ge o

f the

ass

essm

ent.9

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e IL

SA o

ffice

is in

adeq

uate

ly s

taffe

d or

tr

aine

d to

ca

rry

out

the

asse

ssm

ent

effe

ctiv

ely.

The

ILSA

offi

ce i

s ad

equa

tely

sta

ffed

or

trai

ned

to c

arry

out

the

ILSA

effe

ctiv

ely,

w

ith m

inim

al is

sues

.10

The

ILSA

offi

ce is

ade

quat

ely

staf

fed

and

trai

ned

to c

arry

out

the

ILSA

effe

ctiv

ely,

w

ith n

o iss

ues.

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 48

SYST

EM A

LIGN

MEN

T

Degr

ee to

whi

ch th

e IL

SA is

cohe

rent

with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

SYST

EM A

LIGN

MEN

T 1:

Pr

ovid

ing

oppo

rtun

ities

to le

arn

abou

t ILS

A

The

ILSA

te

am

has

not

atte

nded

in

tern

atio

nal w

orks

hops

or m

eetin

gs.

The

ILSA

te

am

atte

nded

so

me

inte

rnat

iona

l wor

ksho

ps o

r mee

tings

. Th

e IL

SA t

eam

att

ende

d al

l int

erna

tiona

l w

orks

hops

or m

eetin

gs.11

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

coun

try/

syst

em

offe

rs

no

oppo

rtun

ities

to le

arn

abou

t ILS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

of

fers

so

me

oppo

rtun

ities

to le

arn

abou

t ILS

A. 1

2 Th

e co

untr

y/sy

stem

offe

rs a

wid

e ra

nge

of o

ppor

tuni

ties t

o le

arn

abou

t ILS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Opp

ortu

nitie

s to

lea

rn a

bout

ILS

A ar

e av

aila

ble

to t

he c

ount

ry's/

syst

em's

ILSA

te

am m

embe

rs o

nly.

Opp

ortu

nitie

s to

lea

rn a

bout

ILS

A ar

e av

aila

ble

to a

wid

e au

dien

ce, i

n ad

ditio

n to

th

e co

untr

y's/

syst

em's

ILSA

te

am

mem

bers

. 13

MO

ROCC

O ǀ

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R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 49

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

ILSA

mee

ts te

chni

cal q

ualit

y st

anda

rds,

is fa

ir, a

nd is

use

d in

an

effe

ctiv

e w

ay

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng th

e qu

alit

y of

ILSA

Data

fr

om

the

ILSA

ha

s no

t be

en

publ

ished

. Th

e co

untr

y or

sys

tem

met

suf

ficie

nt

stan

dard

s to

hav

e its

dat

a pr

esen

ted

bene

ath

the

mai

n di

spla

y of

th

e in

tern

atio

nal r

epor

t or i

n an

ann

ex.

The

coun

try/

syst

em

met

al

l te

chni

cal

stan

dard

s re

quire

d to

ha

ve

its

data

pr

esen

ted

in t

he m

ain

disp

lays

of

the

inte

rnat

iona

l rep

ort. 1

4

This

optio

n do

es

not

appl

y to

th

is di

men

sion

The

coun

try/

syst

em h

as n

ot c

ontr

ibut

ed

new

kno

wle

dge

on IL

SA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

coun

try/

syst

em h

as c

ontr

ibut

ed n

ew

know

ledg

e on

ILSA

. 15

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of I

LSA

If an

y,

coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

not

diss

emin

ated

in

the

coun

try/

syst

em.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

diss

emin

ated

irre

gula

rly

in th

e co

untr

y/sy

stem

.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

regu

larly

diss

emin

ated

in

the

coun

try/

syst

em.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

regu

larly

an

d w

idel

y di

ssem

inat

ed in

the

coun

try/

syst

em. 1

6

Prod

ucts

to

prov

ide

feed

back

to

scho

ols

and

educ

ator

s ab

out t

he IL

SA r

esul

ts a

re

not m

ade

avai

labl

e.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Pr

oduc

ts t

o pr

ovid

e fe

edba

ck t

o sc

hool

s an

d ed

ucat

ors

abou

t the

ILSA

res

ults

are

so

met

imes

mad

e av

aila

ble.

Prod

ucts

to

prov

ide

feed

back

to

scho

ols

and

educ

ator

s ab

out

ILSA

res

ults

ar

e sy

stem

atic

ally

mad

e av

aila

ble.

17

Ther

e is

no m

edia

cov

erag

e of

the

ILS

A re

sults

. Th

ere

is lim

ited

med

ia c

over

age

of t

he

ILSA

resu

lts. 1

8 Th

ere

is so

me

med

ia c

over

age

of th

e IL

SA

resu

lts.

Ther

e is

wid

e m

edia

cov

erag

e of

the

ILSA

re

sults

.

If an

y,

coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

from

the

ILS

A ar

e no

t us

ed t

o in

form

dec

ision

mak

ing

in t

he

coun

try/

syst

em.

Resu

lts fr

om th

e IL

SA a

re u

sed

in a

lim

ited

way

to

info

rm d

ecisi

on m

akin

g in

the

co

untr

y/sy

stem

.

Resu

lts f

rom

the

ILS

A ar

e us

ed in

som

e w

ays

to i

nfor

m d

ecisi

on m

akin

g in

the

co

untr

y/sy

stem

.

Resu

lts fr

om th

e IL

SA a

re u

sed

in a

var

iety

of

way

s to

info

rm d

ecisi

on m

akin

g in

the

coun

try/

syst

em. 1

9

It is

not c

lear

that

dec

ision

s bas

ed o

n IL

SA

resu

lts h

ave

had

a po

sitiv

e im

pact

on

stud

ents

' ach

ieve

men

t lev

els.

20

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Deci

sions

bas

ed o

n th

e IL

SA r

esul

ts h

ave

had

a po

sitiv

e im

pact

on

st

uden

ts'

achi

evem

ent l

evel

s.

Inte

rnat

iona

l Lar

ge-S

cale

Ass

essm

ent (

ILSA

): Developmen

t-level rating j

ustifications

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 50

1. In

the

past

10

year

s, M

oroc

co p

artic

ipat

ed in

the

Prog

ress

in In

tern

atio

nal R

eadi

ng L

itera

ry S

tudy

(PIR

LS) 2

006

and

2011

, and

the

Tren

ds in

Inte

rnat

iona

l M

athe

mat

ics a

nd S

cien

ce S

tudy

(TIM

SS) 2

007,

201

1, a

nd 2

015.

2. C

oncr

ete

step

s hav

e be

en ta

ken

to p

artic

ipat

e in

PIR

LS 2

016.

3. T

here

are

form

al a

gree

men

ts b

etw

een

the

Min

istry

of E

duca

tion

and

Voca

tiona

l Tra

inin

g an

d th

e In

tern

atio

nal A

ssoc

iatio

n fo

r the

Eva

luat

ion

of E

duca

tiona

l Ac

hiev

emen

t (IE

A) a

bout

the

part

icip

atio

n of

the

King

dom

of M

oroc

co in

TIM

SS 2

015

and

PIRL

S 20

16. T

he a

gree

men

ts, s

igne

d by

the

Min

ister

of N

atio

nal

Educ

atio

n an

d Vo

catio

nal T

rain

ing

and

the

IEA,

wer

e au

thor

ized

in 2

014.

The

doc

umen

ts a

re n

ot p

ublic

ly a

vaila

ble;

a fe

e m

ust b

e pa

id to

the

IEA

to a

cces

s th

em.

5. T

he M

inist

ry o

f Nat

iona

l Edu

catio

n an

d Vo

catio

nal T

rain

ing

prov

ides

regu

lar f

undi

ng, a

lloca

ted

at d

iscre

tion.

Unt

il 20

08, t

he W

orld

Ban

k sp

onso

red

TIM

SS.

Fund

ing

is no

t app

rove

d by

law

, dec

ree

or n

orm

.

6. F

undi

ng c

over

s the

follo

win

g ac

tiviti

es:

- In

tern

atio

nal p

artic

ipat

ion

fees

-

Impl

emen

tatio

n of

the

asse

ssm

ent e

xerc

ise

- Pr

oces

sing

and

anal

ysis

of d

ata

colle

cted

from

impl

emen

tatio

n of

the

asse

ssm

ent e

xerc

ise

- Re

port

ing

and

diss

emin

atio

n of

ass

essm

ent r

esul

ts

- At

tend

ance

at i

nter

natio

nal e

xper

t mee

tings

for t

he a

sses

smen

t exe

rcise

7. F

undi

ng d

oes n

ot c

over

rese

arch

and

dev

elop

men

t.

8. T

he N

atio

nal R

esea

rch

Coor

dina

tor,

appo

inte

d by

the

Min

ister

of N

atio

nal E

duca

tion

and

Voca

tiona

l Tra

inin

g, is

resp

onsib

le fo

r the

inte

rnat

iona

l ass

essm

ent.

Ther

e is

also

a te

am re

spon

sible

for c

arry

ing

out t

he a

sses

smen

t.

9. T

he n

atio

nal c

oord

inat

or is

flue

nt in

the

lang

uage

of t

he a

sses

smen

t.

10.

The

team

is su

ffici

ently

staf

fed,

has

pre

viou

s exp

erie

nce

wor

king

on

inte

rnat

iona

l ass

essm

ents

, and

has

the

nece

ssar

y tr

aini

ng o

r exp

erie

nce

to c

arry

out

re

quire

d as

sess

men

t act

iviti

es e

ffect

ivel

y.

Team

mem

bers

hav

e at

tend

ed a

ll of

the

inte

rnat

iona

l mee

tings

rela

ted

to th

e as

sess

men

t.

The

only

not

ed is

sue

in c

arry

ing

out t

he a

sses

smen

t is a

nec

essit

y fo

r mor

e ca

paci

ty b

uild

ing

in a

sses

smen

t, sp

ecifi

cally

, dat

a an

alys

is an

d re

sults

exp

loita

tion

in

term

s of p

edag

ogic

al p

roje

cts.

MO

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UDEN

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MEN

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NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 51

The

follo

win

g iss

ues h

ave

not b

een

iden

tifie

d:

- Th

ere

have

bee

n er

rors

or d

elay

s in

the

prin

ting

or la

yout

of t

he te

st b

ookl

ets.

-

Ther

e ha

ve b

een

erro

rs o

r del

ays i

n th

e ad

min

istra

tion

of th

e as

sess

men

t. -

Ther

e ha

ve b

een

com

plai

nts a

bout

poo

r tra

inin

g of

test

adm

inist

rato

rs.

- Th

ere

have

bee

n iss

ues w

ith tr

ansla

tion

of th

e as

sess

men

t ins

trum

ents

. -

Ther

e ha

ve b

een

erro

rs o

r del

ays i

n sc

orin

g st

uden

t res

pons

es to

que

stio

ns.

11

. Th

e IL

SA te

am a

tten

ded

all i

nter

natio

nal w

orks

hops

or m

eetin

gs.

12.

The

follo

win

g op

port

uniti

es a

re o

ffere

d:

- W

orks

hops

or m

eetin

gs o

n us

ing

inte

rnat

iona

l ass

essm

ent d

atab

ases

-

Fund

ing

for a

tten

ding

inte

rnat

iona

l wor

ksho

ps o

r tra

inin

g on

inte

rnat

iona

l ass

essm

ents

The

follo

win

g op

port

uniti

es a

re n

ot o

ffere

d:

- U

nive

rsity

cou

rses

on

the

topi

c of

inte

rnat

iona

l ass

essm

ents

-

Onl

ine

cour

ses o

n in

tern

atio

nal a

sses

smen

ts

13.

The

follo

win

g gr

oups

ben

efit

from

opp

ortu

nitie

s to

lear

n ab

out i

nter

natio

nal a

sses

smen

ts:

- In

divi

dual

s wor

king

dire

ctly

on

the

spec

ific

inte

rnat

iona

l ass

essm

ent e

xerc

ise

- In

spec

tors

-

Teac

hers

The

follo

win

g gr

oups

do

not b

enef

it fr

om o

ppor

tuni

ties t

o le

arn

abou

t int

erna

tiona

l ass

essm

ents

:

- U

nive

rsity

stud

ents

stud

ying

ass

essm

ent o

r a re

late

d ar

ea

- Pr

ofes

siona

ls or

uni

vers

ity st

aff i

nter

este

d in

ass

essm

ent

14. M

oroc

co m

et a

ll te

chni

cal s

tand

ards

requ

ired

to h

ave

its d

ata

pres

ente

d in

the

mai

n di

spla

ys o

f the

inte

rnat

iona

l rep

ort.

15. M

oroc

co h

as c

ontr

ibut

ed to

the

glob

al k

now

ledg

e ba

se o

n in

tern

atio

nal a

sses

smen

ts th

roug

h th

e fo

llow

ing:

- A

conc

ise re

port

on

PIRL

S, T

IMSS

, and

PN

EA, M

oroc

co’s

nat

iona

l lar

ge-s

cale

ass

essm

ent p

rogr

am

- De

velo

pmen

t of i

nstr

umen

ts to

ass

ess e

xam

inat

ion

prer

equi

sites

for t

each

ers t

o us

e in

the

clas

sroo

m th

roug

hout

the

year

MO

ROCC

O ǀ

SABE

R-ST

UDEN

T AS

SESS

MEN

T

SA

BER

COU

NTR

Y RE

PORT

|20

15

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RES

ULT

S 52

16.

Coun

try-

spec

ific

resu

lts w

ere

diss

emin

ated

in th

e fo

llow

ing

way

s:

- Co

pies

of t

he n

atio

nal r

epor

t wer

e di

strib

uted

to k

ey st

akeh

olde

rs.

- Co

pies

of t

he in

tern

atio

nal r

epor

t wer

e di

strib

uted

to k

ey st

akeh

olde

rs.

- M

oroc

co's

resu

lts w

ere

com

mun

icat

ed th

roug

h a

pres

s rel

ease

. -

Resu

lts re

ceiv

ed c

over

age

on te

levi

sion

or ra

dio,

or i

n ne

wsp

aper

s.

- Br

ochu

res a

nd P

ower

Poin

t pre

sent

atio

ns w

ith M

oroc

co's

resu

lts w

ere

mad

e av

aila

ble

onlin

e or

dist

ribut

ed to

key

stak

ehol

ders

. -

Prod

ucts

pro

vidi

ng fe

edba

ck to

the

scho

ols o

r edu

cato

rs a

bout

the

resu

lts w

ere

mad

e av

aila

ble.

-

Regi

onal

foru

ms w

ere

orga

nize

d in

regi

ons a

nd w

ere

atte

nded

by

all s

take

hold

ers i

n 20

10.

Coun

try-

spec

ific

resu

lts w

ere

not d

issem

inat

ed th

roug

h a

natio

nal r

epor

t mad

e av

aila

ble

onlin

e.

17. P

rodu

cts t

o pr

ovid

e fe

edba

ck to

scho

ols a

nd e

duca

tors

abo

ut IL

SA re

sults

are

syst

emat

ical

ly m

ade

avai

labl

e.

18. T

here

are

edi

toria

ls or

col

umns

com

men

ting

on th

e in

tern

atio

nal a

sses

smen

t res

ults

.

Asse

ssm

ent r

esul

ts a

re n

ot o

n th

e fr

ont p

age

of th

e ne

wsp

aper

s or t

he m

ain

stor

y on

the

TV n

ews.

19. R

esul

ts fr

om th

e IL

SA h

ave

been

use

d in

the

follo

win

g w

ays:

- Tr

acki

ng th

e im

pact

of r

efor

ms o

n st

uden

t ach

ieve

men

t lev

els

- In

form

ing

curr

icul

um im

prov

emen

t -

Info

rmin

g te

ache

r tra

inin

g pr

ogra

ms

- in

form

ing

othe

r ass

essm

ent a

ctiv

ities

in th

e sy

stem

-

Info

rmin

g re

sour

ce a

lloca

tion

In a

dditi

on, t

he n

atio

nal s

trat

egy

of th

e M

inist

ry is

par

tially

bas

ed o

n re

sults

of T

IMSS

, PIR

LS, P

NEA

, and

oth

er a

sses

smen

ts, a

nd d

one

in c

oord

inat

ion

with

th

e U

nite

d St

ates

Age

ncy

for I

nter

natio

nal D

evel

opm

ent (

USA

ID),

the

Uni

ted

Nat

ions

Chi

ldre

n's F

und

(UN

ICEF

), th

e Ja

pan

Inte

rnat

iona

l Coo

pera

tion

Agen

cy

(JICA

), an

d ot

hers

.

20. I

t is n

ot c

lear

that

dec

ision

s bas

ed o

n IL

SA re

sults

hav

e ha

d a

posit

ive

impa

ct o

n st

uden

ts’ a

chie

vem

ent l

evel

s.



Acknowledgments This report was prepared by the World Bank SABER--Student Assessment Team (Marguerite Clarke, World Bank Senior Education Specialist, Julia Liberman, World Bank Operations Officer, Rachel Cooper, World Bank Education Consultant, and Vidyasri Putcha, World Bank Education Consultant). The report was made possible with the inputs and contributions of Mohammed Sassi, Director of the National Center for Evaluation, Examinations, and Orientation (NCEEO); and Ahmed Chaibi, Head of the Evaluation Division at NCEEO, who oversaw the data collection for the SABER--Student Assessment exercise in Morocco. The report benefited from feedback and review by Kamel Braham, World Bank Program Leader for education projects in Morocco.

References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. World Bank, Washington, D.C. Education Policy and Data Center. 2014. “Morocco National Education Profile.” Education Policy and Data Center, Washington, D.C. Data retrieved from http://www.epdc.org/sites/default/files/documents/EPDC%20NEP_Morocco.pdf. UNESCO. 2014. “Morocco Education for All National Report.” UNESCO, Paris, France. Data retrieved from http://unesdoc.unesco.org/images/0023/002317/231799e.pdf UNESCO Institute for Statistics. Morocco Education Statistics. UNESCO, Paris, France. Data retrieved from http://www.uis.unesco.org/Pages/default.asp World Bank. 2015. Morocco Country Indicator Data. World Bank, Washington, D.C. Data retrieved from http://databank.worldbank.org/data on October 9, 2015. --------------. 2015. “Morocco Country Overview.” World Bank, Washington, D.C. Data retrieved from http://www.worldbank.org/en/country/morocco/overview#1. -------------. 2012. “The World Bank Supports the Implementation of Morocco’s Education Emergency Program 2009-2012.” World Bank, Washington, D.C. Data retrieved from http://www.worldbank.org/en/news/press-release/2010/06/08/the-world-bank-supports-the-implementation-of-moroccos-education-emergency-program-2009-2012.



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.

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