How should we assess learning outcomes so that countries know their policies can achieve inclusive, equitable, quality education and lifelong learning?
This week, IBE-UNESCO is at the forefront of vital work to agree new indicators on learning and standards for learning assessments.
We’re part of the Global Alliance to Monitor Learning (GAML). It was set up last year by UNESCO Institute for Statistics (UIS) to provide concrete solutions for these challenges.
GAML brings together technical experts from around the world. Their job is to develop new indicators on learning (SDGs 4.1, 4.2, 4.4, 4.6 and 4.7) needed to achieve SDG 4. They are also asked to set the standards for good practices on learning assessments.
The alliance has more than 250 members, representing a wide range of stakeholders from Member States, academia, international organizations, NGOs, civil society and private sector. It’s developing the standards and methodologies needed to measure learning globally, while helping countries to produce and use the information to achieve Sustainable Development Goal (SDG) 4.
IBE-UNESCO’s contribution
Specifically, IBE-UNESCO participates in Task Force 4.1 of the GAML. It was convened to support UIS in thinking through the measurement issues involved in reporting against Indicator 4.1.1 and to help them come up with practical solutions.
SDG Target 4.1 focuses on free, equitable, and quality primary and lower-secondary education. The Global Indicator (4.1.1) for Target 4.1 is the “
proportion of children and young people in Grade 2 or 3 (4.1.1a), at the end of primary education (4.1.1b), and at the end of lower secondary education (4.1.1c) who achieve at least a minimum proficiency level in reading and mathematics”.
The assessment work programme of Task Force 4.1 is organised into three key phases:
- Conceptual framework: Who and what to assess?
- Methodological framework: How to assess?
- Reporting framework: How to report?
Outcomes so far
We have contributed significantly towards the first phase of the work programme, “Conceptual framework: Who and what to assess”. The first key output produced by IBE-UNESCO and UIS is a set of Content Reference Frameworks for mapping mathematics and reading assessment frameworks. This will support countries’ efforts in reporting against Indicator 4.1.1. A draft Content Reference Framework for mathematics has already been completed. A draft Content Reference Framework for reading was recently circulated amongst the members of Task Force 4.1.
Find out more
You can find out more about the Content Reference Framework for mathematics and our work with UIS in monitoring progress towards SDG 4.1 by clicking
here.Join the conversation
Please participate in the discussion forum to share your expertise and your experience regarding assessment-related issues in your country. Your comments and experience will contribute to the global dialogue for measuring learning.
