South Asia’s progress in tracking basic numeracy with a new assessment
Learn about how ICAN, a new assessment tool of foundational numeracy, can help to provide evidence to assess and address the learning crisis in South Asia.
Launching soon: UIS Survey of COVID-19 Pandemic Impacts on National Education Planning Units
The UNESCO Institute for Statistics (UIS) will soon be contacting countries to request information about the impact of the pandemic on the national statistical operations, including international reporting. The responses will allow the UIS and donor agencies to design mitigation and assistance strategies, which will be beneficial for Member States and other stakeholders.
UNESCO-UNICEF-World Bank jointly conducts survey to monitor national education responses to COVID-19 school closures
Implemented jointly by the UNESCO/UIS, UNICEF and The World Bank, this survey seeks to collect information on national education responses to school closures related to the COVID-19 pandemic. Analysis of results will inform local and national responses and help in preparation for the reopening of schools.
Examinations and high stakes decision making in the era of COVID-19
As the COVID-19 pandemic forced the closure of over 90 per cent of the world’s schools and required the imposition of strict social distancing measures, ministries of education everywhere had to rethink how to make these kinds of high stakes decisions about their students’ futures, including the extent to which examinations could be retained as part of the decision-making process. This blog explores the approach of exam cancellations.
Is It Possible to Measure Learning by Phone?
Measuring children and youth’s levels of learning during school closures is critical, yet challenging to assess remotely. This Center for Global Development blog shares 5 five practical tips for phone-based assessments of learning.
Optimizing Assessment For All: Assessment as a Stimulus for Scaling 21st Century Skills in Education Systems
This report outlines the work of the Optimizing Assessment for All project at Brookings to strengthen education systems' capacity to integrate 21st century skills into teaching and learning, using assessment as a lever for changing classroom practices.
Introducing ICAN (International Common Assessment of Numeracy) as a Global Learning Metric
This Global Education Monitoring (GEM) Report blog provides guidance for ministries of education, their agencies and statistical institutions on: (i) what data to collect, and (ii) how to collect it, in order to monitor and analyze learning equity and inclusion.
Collecting essential education data during the COVID-19 crisis
This Global Education Monitoring (GEM) Report blog provides guidance for ministries of education, their agencies and statistical institutions on: (i) what data to collect, and (ii) how to collect it, in order to monitor and analyze learning equity and inclusion.
Learning Assessment During COVID-19
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic. Read full guidance note here.
Are students still learning during COVID-19? Formative assessment can provide the answer
Around the world, school closures due to COVID-19 have prompted governments, teachers and parents to quickly adapt and implement distance learning plans to ensure that students continue to engage in learning. This World Bank blog explores the current learning assessment challenges and priorities during COVID-19 and how various forms of formative assessment can support learning during school closures.