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Student Assessment Ratings and Data

A description of the Student Assessment scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Tunisia Country Report 2013 (data available upon request)
Classroom Assessment	Established
Enabling Context and System Alignment	Established
	Tunisia
Setting clear guidelines for classroom assessment:
Policy document	There is a formal system-level document that provides guidelines for classroom assessment.
Availability	The availability of the document is restricted.
Aligning classroom assessment with system learning goals:
Resources	There are some system-wide resources for teachers for classroom assessment.
Curriculum/ Standards	There is an official curriculum or standards document that specifies what students are expected to learn and to what level of performance.
Having effective human resources to carry out classroom assessment activities:
Teacher development	There are some system-level mechanisms to ensure that teachers develop skills and expertise in classroom assessment.
Assessment Quality	Established
	Tunisia
Ensuring the quality of classroom assessment:
Practices	Classroom assessment practices are known to be of moderate quality.
Quality monitoring	There are varied and systematic mechanisms in place to monitor the quality of classroom assessment practices.
Ensuring effective uses of classroom assessment:
Information dissemination	Classroom assessment information is required to be disseminated to some key stakeholders.
Uses	There are adequate required uses of classroom assessment to support student learning; including its use as an input for external examination results.
Examinations	Established
Enabling Context	Established
	Tunisia
Setting clear policies:
Stability	The examination is a stable program that has been operating regularly.
Policy document	There is a formal policy document that authorizes the examination.
Availability	The policy document is available to the public.
Completeness	The policy document addresses some key aspects of the examination.
Having strong leadership:
Support	All stakeholder groups support the examination.
Coordination	There are coordinated attempts to improve the examination by stakeholder groups.
Openness to change	Efforts to improve the examination are generally welcomed by the leadership in charge of the examination.
Having regular funding:
Regularity	There is regular funding allocated for the examination.
Activities funded	Funding covers some core examination activities: design, administration, data processing or reporting.
Research and development	Funding does not cover research and development.
Having strong organizational structures:
Stability of organization	The examination office is a stable organization.
Accountability	The examination office is not accountable to an external board or agency.
Recognition	Examination results are recognized by two or more certification or selection system in another country.
Facilities	The examination office has all of the required facilities to carry out the examination.
Having effective human resources:
Staffing	The examination office is adequately staffed to carry out the assessment effectively, with no issues.
Preparation	The country offers some opportunities that prepare for work on the examination.
System Alignment	Advanced
	Tunisia
Aligning examinations with learning goals and opportunities to learn:
What is measured	There is a clear understanding of what the examination measures.
Acceptance	What is measured by the examination is largely accepted by stakeholder groups.
Preparation materials	There is comprehensive material to prepare for the examination that is accessible to all students.
Providing teachers with opportunities to learn about the examination:
Teacher development	There are up-to-date compulsory courses or workshops on examinations for teachers.
Teacher participation	Teachers are involved in most examination-related tasks.
Assessment Quality	Established
	Tunisia
Ensuring quality:
Technical report	There is a comprehensive technical report but with restricted circulation.
Quality assurance	There are limited systematic mechanisms in place to ensure the quality of the examination.
Ensuring fairness:
Inappropriate behavior	Inappropriate behavior surrounding the examination process is moderate.
Credibility	The examination results are credible for all stakeholder groups.
Barriers	All students can take the examination; there are no language, gender or other equivalent barriers.
Using examination information in a fair way:
Uses	Examination results are used by most stakeholder groups in a proper way.
Confidentiality	Student names and results are public.
Ensuring positive consequences of the examination:
Options	There are some options for students who do not perform well on the examination.
Consequences	There are some mechanisms in place to monitor the consequences of the examination.
National Large-Scale Assessment (NLSA)	Emerging
Enabling Context	Emerging
	Tunisia
Setting clear policies for NLSA:
Stability	The NLSA has been operating on an irregular basis.
Policy document	There is a formal policy document that authorizes the NLSA.
Availability	The policy document is available to the public.
Plan	There is a written NLSA plan for the coming years.
Having strong public engagement for NLSA:
Support	Most stakeholders groups support the NLSA.
Having regular funding for NLSA:
Regularity	There is irregular funding allocated to the NLSA.
Activities funded	Funding covers all core NLSA activities: design, administration, analysis and reporting.
Research and development	Funding covers research and development activities.
Having strong organizational structures for NLSA:
Stability of organization	The NLSA office is a permanent agency, institution or unit.
Politics	Political considerations never hamper technical considerations.
Accountability	The NLSA office is accountable to a clearly recognized body.
Having effective human resources for NLSA:
Staffing	The NLSA office is inadequately staffed to effectively carry out the assessment.
Preparation	The country offers some opportunities to prepare individuals for work on the NLSA.
System Alignment	Emerging
	Tunisia
Aligning the NLSA with learning goals:
What is measured	The NLSA measures performance against curriculum or learning standards.
Acceptance	What the NLSA measures is questioned by some stakeholder groups.
Quality assurance	There are regular internal reviews of the NLSA to ensure that it measures what it is intended to measure.
Providing teachers with opportunities to learn about the NLSA:
Teacher development	There are occasional courses or workshops on the NLSA.
Assessment Quality	Emerging
	Tunisia
Ensuring the quality of the NLSA:
Inclusion	At least one option is offered to include all groups of students in the NLSA.
Quality assurance	There are some mechanisms in place to ensure the quality of the NLSA.
Technical report	There is a comprehensive technical report but with restricted circulation.
Ensuring effective uses of the NLSA:
Dissemination	NLSA results are disseminated in an effective way.
Uses	NLSA results are used by some stakeholder groups in a way that is consistent with the purposes and technical characteristics of the assessment.
Consequences	There are some mechanisms in place to monitor the consequences of the NLSA.
International Large-Scale Assessment (ILSA)	Emerging
Enabling Context	Emerging
	Tunisia
Setting clear policies for ILSA:
Past record	The country/system has participated in two or more ILSA in the last 10 years.
Future plans	The country/system has taken concrete steps to participate in at least one ILSA in the next 5 years.
Policy document	There is a formal policy document that addresses participation in ILSA.
Availability	The policy document is available to the public.
Having regular funding for ILSA:
Regularity	There is funding from loans or external donors.
Activities funded	Funding covers all core activities of the ILSA.
Research and development	Funding covers research and development activities.
Having effective human resources for ILSA:
Team	There is a team and national/system coordinator to carry out the ILSA activities.
National coordinator	The national/system coordinator or other designated team member may not be fluent in the language of the assessment.
Staffing	The ILSA office is inadequately staffed or trained to carry out the assessment effectively.
System Alignment	Established
	Tunisia
Providing opportunities to learn about ILSA:
International meetings	The ILSA team attended all international workshops or meetings.
Opportunities to learn	The country/system offers some opportunities to learn about ILSA.
Beneficiaries	Opportunities to learn about ILSA are available to a wide audience, in addition to the country's/system's ILSA team members.
Assessment Quality	Emerging
	Tunisia
Ensuring the quality of ILSA:
Standards for publication	The country/system met all technical standards required to have its data presented in the main displays of the international report.
New knowledge	The country/system has not contributed new knowledge on ILSA.
Ensuring effective uses of ILSA:
Dissemination	Country/system-specific results and information are disseminated irregularly in the country/system.
Feedback to schools	Products to provide feedback to schools and educators about ILSA results are systematically made available.
Media	There is limited media coverage of the ILSA results.
Uses	Results from the ILSA are used in a limited way to inform decision making in the country/system.
Impact	It is not clear that decisions based on ILSA results have had a positive impact on students' achievement levels.

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