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.
This UNESCO working paper provides a snapshot of decisions taken by countries with regard to high-stakes exams and timetabled assessments in response to COVID-19.
As schools around the world closed due to COVID-19, it left many students wondering whether their high-stakes exams will proceed this year. Read more about the alternative approaches to examinations in this World Bank blog.
As countries such as the UK, India and Australia decided to cancel exams at various levels due to COVID-19, the pandemic sparked a broader discussion around examination and whether alternative assessments may be more effective. This blog by the GEM Report looks at the various arguments around high-stakes examinations and how we might shift away from these assessments in light of COVID-19.
ACER India is supporting a program to build capacity for implementing assessments that generate strong evidence.
ACER is supporting development of Bhutan’s National Education Assessment Framework (NEAF) and strengthening local capacity for its implementation. Dr Mee Young Han reports.