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USE OF LEARNING ASSESSMENT DATA
An estimated 584 million children worldwide do not meet minimum proficiency standards for reading. For many learners around the world, therefore, schooling does not lead to real achievement. Understanding how and why is key to improving literacy and numeracy rates.
IIEP has conducted research, largely in countries in sub-Saharan Africa, generating knowledge and making recommendations for improving practices in the use of learning assessment data across both reading and mathematics. The research can help stakeholders to understand the effective uses of data, and to maximize their use in educational planning and policy-making.
And see our one-pager of recommendations.
DiscoverCollecting IIEP’s research findings from six countries in sub-Saharan Africa, there are several IIEP publications available which explore the complex dynamics of the use of learning data. They examine how interactions between actors at various levels play out. They provide a comprehensive analysis on how to improve the use of learning data in sub-Saharan Africa, and can also be used as a reference resource by relevant stakeholders.
- Ghana: Policy Brief | Information Sheet
- Guinea: Policy Brief | Information Sheet (in French only) | Case Study (in French only)
- Namibia: Policy Brief | Information Sheet
- Senegal: Policy Brief (in French only) | Information Sheet (in French only)
- The Gambia: Policy Brief | Information Sheet
- Zambia: Policy Brief | Information Sheet
The research team at IIEP Buenos Aires has addressed the question of the use of learning assessment data in the formulation of educational policies in Latin American countries: Uso de resultados de las pruebas de aprendizaje en el diseño de las políticas educativas de América Latina.
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