There are three key phases in an Assessment Programme: a conceptual framework, a methodological framework, and a reporting framework.
The design of an assessment/survey is defined by its purpose and by defining what to measure and how to measure it. The decisions made in this phase affect the possibilities of what can be done with the data collected.
There are many operational issues that affect both quality and comparability. Since SDG 4 data cover many countries and include many different initiatives, it is essential to define some minimum good practices for assessment programmes to follow while respecting national authority and autonomy.
Each assessment uses different standard-setting approaches to build levels of performance so that the scores can be classified in different categories. For education systems participating in the same cross-national learning assessments, results are comparable, but results are not comparable across different cross-national learning assessments or between national assessments.
|Aligning and reporting on indicator 4.1.1: UIS annotated workflow
|Global Framework of Reference on Digital Literacy Skills
|Using TIMSS Science for the measurement of indicator 4.7.5
|Manual of Good Practices in Learning Assessment
Measuring SDG4 using Learning Assessments (available soon)
|Recommendations on assessment tools for monitoring digital literacy within the Global Framework of Reference on Digital Literacy Skills
|Monitoring Scheme for Adult Numeracy as Part of SDG Indicator 4.6.1
|Minimum Proficiency Levels
|Reporting Indicator 4.6.1