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
There can be no denying the influence of competencies on the development of the school and its curricula. The school and its stakeholders must therefore be tooled to be able to handle this novelty: conducting learning processes in terms of
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
Prior to the World Education Forum held in May 2015, FHI 360’s Education Policy and Data Center (EPDC) undertook a mapping of the “known universe” of national assessments, looking at them vis-a-vis the seven learning domains proposed by the Learning
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,
“What is important for citizens to know and be able to do?” That is the question that underlies the world’s global metric for quality, equity and efficiency in school education known as the Programme for International Student Assessment (PISA), administered
The OECD Programme for International Student Assessment (PISA) surveys, which take place every three years, have been designed to collect information about 15-year-old students in participating countries. It is now recognised that the future economic and social well-being of countries
In the second phase of the Learning Metrics Task Force (LMTF), the Task Force expands its membership and is working with 15 countries to catalyze national dialogues on learning and measurement issues.
