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Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student AchievementThe following report is the first of a
 two-stage video study to examine teaching practices and
 activities in Indonesian classrooms. The first stage is
 linked to results of the 2007 Trends in International
 Mathematics and Science Study (TIMSS) where 100 of the 150
 classes that participated in the TIMSS examination also
 participated in this additional video study component. The
 second stage will also involve 100 classes that will
 participate in the 2011 exam. The second phase will follow
 the same methodology, allowing for comparison across years,
 but will also involve more in-depth analysis of the links
 between teaching practices and student outcomes and how
 teaching practices are influenced by teachers' belief
 systems and subject content knowledge. Indonesia has been a
 committed participant in the TIMSS, Program for
 International Student Assessment (PISA) and the Progress in
 International Reading Literacy Study (PIRLS) international
 standardized student examinations for many years and is one
 of the few non-OECD (Organization for Economic Cooperation
 and Development) countries to participate so fully.
 Indonesian student performance in these examinations has
 been relatively low, even when taking socio-economic levels
 into account. For example, for mathematics Indonesia ranked
 36th out of 48 participating countries in TIMSS 2007, and
 its score of 397 was more than one standard deviation below
 the international average (Mullis et al, 2008). The results
 have been useful in providing an indication of
 Indonesia's relative standing in student achievement
 and its progress over time, but the real challenge is to
 take the next step and translate the results into an
 understanding of the factors leading to the test scores and
 what might be done to enhance student achievement in Indonesia.
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Disseminating and Using Student Assessment Information in The GambiaThe Gambia has shifted the focus of its
 education reforms from school attendance to student
 learning. This shift came with a stronger assessment system
 to measure learning. This paper highlights how assessment
 data are being used in The Gambia to contribute to education
 quality and learning. While assessment data were used mainly
 for selection purposes in the past, the emphasis now is on
 monitoring and supporting learning. Greater data
 availability has allowed for greater school accountability
 as well as for more systematic feedback on the curriculum
 and teacher training. Several factors converged to allow for
 more effective use of assessment data, including a favorable
 political environment, the development of strategic
 partnerships, and the building of local assessment capacity.
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Uganda Student Assessment : SABER Country Report 2012In 2012, Uganda joined the Russia
 Education Aid for Development (READ) trust fund program, the
 goal of which is to help countries improve their capacity to
 design, carry out, analyze, and use assessments for improved
 student learning. As part of the READ trust fund program,
 and in order to gain a better understanding of the strengths
 and weaknesses of its existing assessment system, Tajikistan
 participated in a formal exercise to benchmark its student
 assessment system 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. 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. The importance of
 assessment is linked to its role in: providing information
 on levels of student learning and achievement in the system;
 monitoring trends in education quality over time; supporting
 educators and students with real-time information to improve
 teaching and learning; and holding stakeholders accountable
 for results. 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 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. This report
 focuses specifically on policies in the area of student assessment.