| This paper assesses the merits of different learning assessments for measuring progress toward the Sustainable Development Goal (SDG) for education and its associated targets, as adopted by the international community in Incheon, Republic of Korea during the World Education Forum in May, 2015 and ratified by the UN in September, 2015. It serves as a background paper for the Global Education Monitoring Report (or GEM Report). Measurement of adult literacy has moved from reliance on self reported literacy to the measurement of literacy (and in some cases numeracy) via one-on-one testing of basic skills within, through citizen-led initiatives and household surveys.These international, regional and national learning assessments strategies vary in the grades or age levels tested, target populations, coverage of the target population (sample or census), content and cognitive domains covered, types of background data gathered, and the frequency with which they are administered. They also vary in how the assessments are scored, reported and used. |
Author(s): Marlaine E. Lockheed
Year Published: 2016
Language: English
Country: France
Download: https://neqmap.bangkok.unesco.org/wp-content/uploads/2019/08/245842eng.pdf
