Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Written by<\/strong><\/p>\n\n\n\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Written by<\/strong><\/p>\n\n\n\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n The following policies and strategies drawn from the grade 6 national assessment results can revive the current learning discourse and reduce the student achievement gaps:<\/p>\n\n\n\n Written by<\/strong><\/p>\n\n\n\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n Ensuring that students have equitable access to quality education is crucial to secure learning opportunities for all. Widening gaps in academic achievement are affecting not only individual growth, but also the capacity of the country to move up the economic ladder. With less education, the marginalized and disadvantaged populations, particularly rural children, are more likely to drop out of school and to have low income, which would have negative implications for the country as a whole.<\/p>\n\n\n\n The following policies and strategies drawn from the grade 6 national assessment results can revive the current learning discourse and reduce the student achievement gaps:<\/p>\n\n\n\n Written by<\/strong><\/p>\n\n\n\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n An Imperative for the Country\u2019s Development<\/strong><\/p>\n\n\n\n Ensuring that students have equitable access to quality education is crucial to secure learning opportunities for all. Widening gaps in academic achievement are affecting not only individual growth, but also the capacity of the country to move up the economic ladder. With less education, the marginalized and disadvantaged populations, particularly rural children, are more likely to drop out of school and to have low income, which would have negative implications for the country as a whole.<\/p>\n\n\n\n The following policies and strategies drawn from the grade 6 national assessment results can revive the current learning discourse and reduce the student achievement gaps:<\/p>\n\n\n\n Written by<\/strong><\/p>\n\n\n\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n [1]<\/a> Scaled scores, with 500 as the benchmark scores, were used for comparison across years 2007, 2013 and 2016.<\/p>\n\n\n\n [2]<\/a> Four performance standards (below basic, basic, proficient and advanced) were developed by ranking the level of item difficulty and classified using the IRT analysis.<\/p>\n
\n The involvement in the national assessment cycle has enabled both policymakers and line departments to re-emphasize misalignment issues in curriculum, textbooks and teaching and has helped the Ministry to find ways to better achieve the expected learning outcomes in each education cycle. The national assessment is not only a learning-by-doing platform for a single entity, but also a constant reflection of the whole education system in Cambodia through its results and usage of those results. To make improvements, the national assessment has to go through a highly comprehensive process of designing and administering the test, and ensuring effective use of its result, involving all relevant entities\/departments and Cambodia is making effort in this regard. All being said, the conduct of the national assessment has become a major breakthrough in Cambodia\u2019s education evaluation ever since and has been well integrated into the national Education Strategic Plan.<\/p>\n\n\n\n An Imperative for the Country\u2019s Development<\/strong><\/p>\n\n\n\n Ensuring that students have equitable access to quality education is crucial to secure learning opportunities for all. Widening gaps in academic achievement are affecting not only individual growth, but also the capacity of the country to move up the economic ladder. With less education, the marginalized and disadvantaged populations, particularly rural children, are more likely to drop out of school and to have low income, which would have negative implications for the country as a whole.<\/p>\n\n\n\n The following policies and strategies drawn from the grade 6 national assessment results can revive the current learning discourse and reduce the student achievement gaps:<\/p>\n\n\n\n Written by<\/strong><\/p>\n\n\n\n Dr. Heng Kreng, National Consultant, EQAD, [krengheng@gmail.com]<\/p>\n\n\n\n Mr. Sar Sarin, Chief Officer, EQAD, [sar.sarin@moeys.gov.kh]<\/p>\n\n\n\n Mr. Khou Hav, Vice Chief Officer, EQAD, [khouhav@gmail.com]<\/p>\n\n\n\n For more information, please contact<\/strong><\/p>\n\n\n\n Mr. Ung Chinna, Director, EQAD, [ung.chinna @ moeys.gov.kh]<\/p>\n\n\n\n Related links:<\/strong> Grade Six National Assessment Findings in 2016(https:\/\/drive.google.com\/file\/d\/0B1ekqZE5ZIUJNzFGSTlRcm9qY1E\/view<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n
Ministry of Education, Youth and Sport (http:\/\/www.moeys.gov.kh\/en\/home.html<\/a>)<\/p>\n\n\n\n