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
The purpose of this paper is to describe the current landscape in strengthening learning assessment systems and spark discussion and debate around potential areas for KIX investment. The paper is part of a series of discussion papers, drafted to support
Optimizing Assessment for All (OAA) is a project of the Center for Universal Education at the Brookings Institution. The aim of OAA is to support countries to improve the assessment, teaching, and learning of 21st century skills through increasing assessment
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
Introduction Sustainable Development Goal1 (SDG) 4 calls for the international community to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Education is a fundamental human right. Full access to quality education at all levels is
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
This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education
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,
The aim of this paper is to describe the technical issues to be addressed in enhancing the Programme for International Student Assessment (PISA) contextual questionnaires instruments for the PISA for Development (PfD) study. This research, alongside discussions with key stakeholders, including those
“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
