This Issue Note highlights the coping strategies of countries in managing high-stakes exams during the COVID-19 crisis. To contain the spread of virus, many countries have shifted to online and distance learning and assessment modalities. Countries have adopted different strategies
Given the prolonged and massive closures of school and learning institution, education systems around the world are working to react to the unexpected outbreak of the COVID-19 pandemic. This working document, based on a rapid assessment carried out between 24
High-performing countries use various mechanisms to select the best candidates to the teaching profession. In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive entry examination. In Japan, teaching graduates
PISA defines scientific literacy as the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. It emphasises the importance of being able to apply scientific knowledge in the context of real-life situations. The
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
Juan Carlos Tedesco , a renowned and prestigious educator, shares his perspective on gauging and assessing learning. The author suggests that by taking a close look at the history of assessment and discussing the strengths and weaknesses often associated with
This study, published as a background paper for the 2015 Education for All (EFA) Global Monitoring Report (GMR), examines key trends and characteristics of national learning assessments (NLAs), which have been conducted with increasing frequency worldwide since the 1990s. Generally,
