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Lessons Learned from Developing and Implementing the Qatar Student Assessment System
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gonzalez, Gabriella C. Le, Vi-Nhuan Broer, Markus Mariano, Louis T. Froemel, Juan Enrique Goldman, Charles A. Davanzo, J. |
| Copyright Year | 2009 |
| Abstract | Q atar has recently undertaken ambitious education reforms, initiating a number of changes to its kindergarten through grade 12 and higher education systems. Its Education for a New Era initiative seeks to foster variety in educational off erings, choice for parents to select schooling options for their children, autonomy of newly opened schools, and accountability for all government-sponsored schools. At the center of this initiative is the development of internationally benchmarked curriculum standards in modern standard Arabic, English as a second language, mathematics, and science for K–12 students. Th e standards include both content standards (what students should know) and performance standards (what students should be able to do by the end of each grade). Curriculum, assessments, and professional development are aligned with and follow from the curriculum standards developed by the Curriculum Standards Offi ce in Qatar's Education Institute. Key to understanding how well these standards are being met are assessments of students' knowledge and performance. To this end, RAND researchers and the Student Assessment Offi ce in Qatar's Evaluation Institute crafted the Qatar Student Assessment System (QSAS). Th e QSAS was intended to provide (1) information about school performance to the public; (2) feedback to teachers, helping them tailor instruction to support the needs of students; and (3) detailed information to policymakers about the general progress of the education reform and, specifi cally, about new Independent schools developed as part of the reform to help foster choice and variety. To serve these purposes, the initial design of the QSAS included multiple types of standardized assessments. Th e core component of the QSAS was the Qatar Comprehensive Educational Assessment (QCEA), a summative assessment administered to students at the end of each school year. Th e Research Brief |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.rand.org/content/dam/rand/pubs/research_briefs/2009/RAND_RB9421-1.pdf |
| Alternate Webpage(s) | https://www.rand.org/content/dam/rand/pubs/research_briefs/2009/RAND_RB9421-1.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
