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1Planning

2Preparing

3Adapting

4Implementing

5Analysing

6Using

1 - Planning Completion Date?

Selecting Types of Assessment

1.1.1 - Assessment Cell: [An assessment cell is a dedicated group of experts who lead assessment activities]

There is no stable assessment unit, rather most of its members are recruited as per the current needs for conducting an assessment.
There are people who work on assessment, but their work is not coordinated.
There is a dedicated assessment unit but its members have only a very limited understanding of robust assessment.
There is a dedicated assessment unit and its members have extensive experience in robust assessment and advanced knowledge in scientifically valid assessment techniques.
There is a longstanding and dedicated assessment unit and all of its members and leaders have extensive experience in robust assessment, exposure to assessment in other contexts and undertake ongoing professional development to expand their skills.

1.1.1 - By when do you plan to complete this step?

1.2.1 - Determining Policy Goals and Issues?

The assessment unit has not yet conducted any assessments
The assessment unit conducts sample-based large-scale assessments
The assessment unit conducts sample-based large-scale assessments as well as small-scale or pilot trainings of teachers or ‘training of trainers’ in formative assessment
The assessment unit conducts sample-based large-scale assessments as well as comprehensive trainings of teachers or ‘training of trainers’ in formative assessment including guidelines/training materials for teachers in formative assessment
The assessment unit conducts sample-based large-scale assessments as well as comprehensive trainings of teachers or ‘training of trainers’ in formative assessment including guidelines/training materials for teachers in formative assessment, and provides feedback to teachers and students

1.2.1 - By when do you plan to complete this step?

1.3.1 - Test Developers: [A team of test developers who are able to develop high quality test items.]

There are no identified test developers.
There are a small number of test developers but they have been assigned the task of test development without any specific training.
There is a test development team, which has a mix of members from the following groups of staff: teachers, curriculum experts, teacher trainers and subject matter experts in a particular domain.
The test development team is diverse and includes teachers, curriculum experts, teacher trainers and other subject level experts as well as independent quality assurance members.
There is a longstanding and dedicated assessment unit and all of its members and leaders have extensive experience in robust assessment, exposure to assessment in other contexts and undertake ongoing professional development to expand their skills.

1.3.1 - By when do you plan to complete this step?

1.3.2 - (3) Field Operators: [A team of field operators who implement the assessment.]

There are no identified field operations staff.
School staff are in charge of implementing field operations with their own students. They have not been provided with a field operations manual and have not received any training
School staff are in charge of implementing field operations but they do not do so with their own students. They may have been provided with a field operations manuals, but with limited training
School staff are in charge of implementing field operations, but they do not do so in their own school. They are provided with a field operations manual and adequate training
Independent staff who have no direct relationships with schools carry out all field operations. They are provided with a field operations manual and detailed training in order to implement administration in a rigorous and bias free manner

1.3.2 - By when do you plan to complete this step?

1.4.1 - Technical Standards [A document that defines all assessment related standards.]

There are no defined technical standards for the assessment program.
There are technical guidelines, which cover some of the aspects of the methodology, which are: item panelling/review, pilot testing, test and item evaluation, sample design, data entry/management/consolidation, data cleaning and data analysis
There are technical guidelines, which cover three to four of the aspects of the methodology, which are: item panelling/review, pilot testing, test and item evaluation, sample design, data entry/management/consolidation, data cleaning and data analysis
There are technical guidelines, which cover five to six of the methodology components: item panelling/review, pilot testing, test and item evaluation, sample design, data entry/management/consolidation, data cleaning and data analysis
There are technical guidelines, which comprehensively cover all of the methodology components: item panelling/review, pilot testing, test and item evaluation, sample design, data entry/management/consolidation, data cleaning and data analysis

1.4.1 - By when do you plan to complete this step?

1.5.1 - Assessment Framework (1) Cognitive Items [A document that defines constructs for inclusion in an assessment.]

An assessment framework does not exist.
An assessment framework is available but is limited to the coverage of subject content and is neither prescriptive nor adhered to
An assessment framework is available but is limited to the coverage of subject content and range of item difficulty. It includes some guidelines on how test materials should be developed, but adherence to it is not enforced
An assessment framework is available that covers subject content, range of item difficulty and response formats. It includes detailed guidelines on how test materials should be developed. Adherence to the framework is enforced but may not be consistent
An assessment framework is available that has detailed descriptions of construct by content, skills levels are fully described, the relation of the construct to the curriculum is elaborated and the context of the items is elaborated. Adherence to the framework is rigorously enforced.

1.5.1 - By when do you plan to complete this step?

1 - Preparing Completion Date?

Selecting Types of Assessment

2.1.1 - Test Items [Test items are available for use in an assessment program]

Test items do not adhere to an assessment framework and very little or no training has been provided to test developers.
Test developers have received some training to write test items, but more training is needed to ensure items adherence to the assessment framework.
Test developers have received variable levels of training, including some who received comprehensive training to write test items and develop items that adhere to the assessment framework.
All test developers have had comprehensive training in test development under the guidance of test development experts and are able to develop test items in a range of formats that align to an assessment framework.
Test development experts have had comprehensive training and exposure to test development practices over a number of assessment cycles and can create test items in a range of formats that fully adhere to a detailed assessment framework.

2.1.1 - By when do you plan to complete this step?

2.1.2 - Quality Assurance [Processes that quality assure test items before use in assessment]

There are no quality assurance procedures.
Test items are checked for content accuracy before they are used in an assessment program.
Test items are checked by other test developers for their appropriateness for target students before they are used in an assessment program.
There are mechanisms in place to check that all test items are accurate, are appropriate for target students and test a range of skills and abilities.
There is a rigorous and multi-stage quality assurance of test items that involves critique by other test developers, review by subject experts and review by target students.

2.1.2 - By when do you plan to complete this step?

2.2.1 - Which of the following options is closest to the present situation in your education system?

There is no concrete plan yet to assess 21st century skills
There is recognition that 21st century skills need to be assessed but a concrete plan for doing so still needs to be established.
There is a concrete plan to assess 21st century skills, but it has not yet been incorporated in the assessment framework
An attempt is made to measure one or more 21st century skills but 21st century skills are not yet fully defined in an assessment framework
There are explicit efforts to measure one of the 21st century skills and the constructs have been well defined in an assessment framework (either as separate assessments, or incorporated in existing assessments)
More than one 21st century skill is measured and the constructs have been well defined in an assessment framework

2.2.1 - By when do you plan to complete this step?

2.4.1 - Which of the following options is closest to the present situation in your education system?

There are no language quality control processes in place.
There are checks in place to make sure that the language used in test forms is grammatically correct.
There are checks in place to make sure that the language used in test forms is grammatically correct, is in line with the language used in relevant textbooks and is appropriate for students at specific class levels.
There is a defined process in place to make sure that the language used in test forms is grammatically correct, is in line with the language used in relevant textbooks and is appropriate for students at specific class levels. Linguistic experts are involved at each stage of the review process.
There is a defined process in place to make sure that the language used in test forms is grammatically correct, is in line with the language used in relevant textbooks and is appropriate for students at specific class levels. Linguistic experts and subject experts are involved at each stage of the review process and suggestions and any revisions are documented.

2.4.1 - By when do you plan to complete this step?

Assessing Pre-School Children (children aged 2 to 5)

3 - Adapting Completion Date?

3.1.1 - Which of the following options is closest to the present situation in your education system?

There is no formal assessment of pre-school children
The assessment of pre-school children focuses on cognitive skills (e.g. counting and letter recognition) only
The assessment of pre-school children focuses on a mixture of components such as motor skills, language skills, self-regulation, concentration and social interaction
The assessment of pre-school children focuses on a mixture of components and also includes data collection from parents and other caregivers
The assessment of pre-school children focuses on a mixture of components, includes data collection from parents and other caregivers, and uses instruments designed by early learning experts

3.1.1 - By when do you plan to complete this step?

3.2.1 - [Older Adolescents and Young Adults are students aged between approximately 16 and 25] Which of the following options is closest to the present situation in your education system?

Older adolescents and young adults are assessed on academic subjects only
Older adolescents and young adults are assessed mainly on academic subjects but there are also some attempts to include limited assessment of skills required in the workplace such as communication and collaboration
In addition to the assessment of older adolescents and young adults on academic subjects, they are also assessed on a range of skills required in the workplace such as team work, collaboration and communication skills
The assessment of older adolescents and young adults focuses primarily on workplace skills such as team work, collaboration and communication skills
The assessment of older adolescents and young adults focuses on a combination of skills required in their adult lives and in the workplace such as financial literacy, emotional intelligence, team work, collaboration and communication skills

3.2.1 - By when do you plan to complete this step?

3.3.1 - [The term ‘special needs’ include a range of conditions from cognitive impairment and learning disabilities to physical and behavioural disabilities. Within each category there is a continuum of severity. There are many ways to categorise special needs, but common ones include categories such as: autism spectrum disorder; visual impairments; hearing impairments; intellectual disabilities; orthopaedic impairments and emotional disturbances] Which of the following options is closest to the present situation in your education system?

Children with moderate to severe impairments are in special schools and not included in large-scale assessments.
An inclusive education policy exists, enabling some children with moderate to severe disabilities to attend mainstream schools and thus be included in large-scale assessments.
An inclusive education policy exists, enabling a large proportion of children with moderate to severe disabilities to attend mainstream schools and thus be included in large-scale assessments.
Efforts are made to ensure the majority of children with disabilities are included in assessments across different types of schools, through assessment of children with disabilities in mainstream schools as well as special schools should they exist.

3.3.1 - By when do you plan to complete this step?

3.3.2 - [The term ‘special needs’ include a range of conditions from cognitive impairment and learning disabilities to physical and behavioural disabilities. Within each category there is a continuum of severity. There are many ways to categorise special needs, but common ones include categories such as: autism spectrum disorder; visual impairments; hearing impairments; intellectual disabilities; orthopaedic impairments and emotional disturbances] Which of the following options is closest to the present situation in your education system?

Students with special needs are assessed in the same way as all other students
Limited adaptations to assessment (e.g. allowing longer test time, having someone write the answers for children with fine-mobility problems) are made for students with special needs on an ad hoc basis
A wide range of adaptations to assessment are made for students with special needs but this is not with reference to specific protocols
There is a systematic approach to a range of adaptations to assessment for students with special needs, with all adaptations defined in a protocol and a process in place to review all applications for adaptation

3.3.2 - By when do you plan to complete this step?

3.4.1 - [Vulnerable populations include migrants and refugees; internally displaced people; persecuted groups; ethnic and/or religious minorities; those with physical or mental illnesses; prisoners; victims of trauma; those who are homeless or live in a slum; orphans; and those who live in regions in crisis (for example due to violent conflict or environmental disaster)] Which of the following options is closest to the present situation in your education system?

There is no adaptation of assessment for students from vulnerable populations
Assessment for students from vulnerable populations is tailored to their current skills and knowledge rather than the expected skills and knowledge at that grade level and is delivered in the dominant language of the area in which they are living
Assessment for students from vulnerable populations is tailored to their current skills and knowledge and is available in the language that they feel most comfortable in
Assessment for students from vulnerable populations is tailored to their current skills and knowledge, is available in the language that they feel most comfortable in and can be delivered orally as well as in traditional formats
Assessment for students from vulnerable populations is tailored to their current skills and knowledge, is available in the language that they feel most comfortable in, can be delivered orally as well as in traditional formats and is delivered by test administrators from a similar cultural background

3.4.1 - By when do you plan to complete this step?

3.4.2 - [Vulnerable populations include migrants and refugees; internally displaced people; persecuted groups; ethnic and/or religious minorities; those with physical or mental illnesses; prisoners; victims of trauma; those who are homeless or live in a slum; orphans; and those who live in regions in crisis (for example due to violent conflict or environmental disaster)] What is done to include all student groups in the large-scale assessment exercise? Check all that apply.

Nothing is done
Special plans are made to ensure that the large-scale assessment is administered to students in hard-to-reach areas
The large-scale assessment is offered in the language of instruction for almost all student groups

3.4.2 - By when do you plan to complete this step?

4 - Implementing Completion Date?

Designing Assessment Instruments

4.1.1 - [Test forms are designed to ensure optimum content coverage while minimising the burden on students] Which of the following options is closest to the present situation in your education system?

No test design processes are used.
All students in a class level are given a set of test questions per subject but no thought is given to test design.
Multiple test forms are used with students at a class level but there are no horizontal links or anchor items between forms.
Multiple test forms are used and there are horizontal links or anchor items between forms. In a single file. Different subjects.
A test design is used including both horizontal links between forms and vertical links between class levels

4.1.1 - By when do you plan to complete this step?

4.2.1 - [Selection of a sample of students for assessment] Which of the following options is closest to the present situation in your education system?

No scientific sampling occurs
Simple random sampling of schools occurs
Schools are selected on a probability proportion to size but no stratification is applied
Schools are selected on a probability proportion to size and stratification is applied to improve design efficiency.

4.2.1 - By when do you plan to complete this step?

4.2.2 - Which of the following options is closest to the present situation in your education system?

School data used for sampling (typically from the EMIS or Educatoin Management Information System) is not very reliable, so this makes it challenging to select the schools.
There are some issues with the data, which we attempt to resolve at the point that test administrators encounter them, for example a school which has closed down, or language of instruction which is not correctly recorded, or enrolment data is not accurate.
There are some issues with the data, so we conduct verification checks to ensure they are resolved before test administrators visit the schools.
There are few is any issues with the data used for sampling, and we conduct systematic verification checks to ensure the data matches the reality on the ground.
School data is reliable.

4.2.2 - By when do you plan to complete this step?

4.3.1 - Which of the following options is closest to the present situation in your education system?

No field operations manual is available and no training is provided to field operations staff
Simple guidelines on field operations are available but may be ignored or modified in implementation
Guidelines are provided to all involved in field administration, but are not very detailed and administrators may not adhere to them
A field operations manual is available with details on a range of aspects of test administration, but is not systematically used by field administrators and there is only limited training provided on field operations
A field operations manual is available with details on a range of aspects of test administration, it is systematically used and there is extensive training provided on field operations with particular emphasis on the standardisation of processes

4.3.1 - By when do you plan to complete this step?

4.3.2 - Which of the following options is closest to the present situation in your education system?

No monitoring of field operations takes place
Checks on field operations take place but they are not systematically done
There is a guide/manual to guide monitoring of test administration but monitoring is inconsistent, but detailed records are not kept
There is a guide/ manual to guide monitoring and monitors visit a defined sample of schools, and detailed records are kept
There is a detailed manual to guide the monitoring of field operations, independent field monitors are trained, a defined sample of schools is monitored and monitors provide detailed reports on their observations during the monitoring process

4.3.2 - By when do you plan to complete this step?

5 - Analysing Completion Date?

Managing Assessment Data

5.1.1 - Which of the following options is closest to the present situation in your education system?

Staff with either no or limited training do manual data entry
Trained data entry specialists collect data through manual data entry
Data is collected through the use of OMRs
OMRs are used for the collection of most data, with some quality checks in place. In the case of manual data entry, rigorous processes (including double entry) are used
OMRs are used for the collection of most data, with systematic quality checks in case. In the case of manual data entry, rigorous processes (including double entry) are used to ensure accuracy. If errors are detected, remediation processes are put in place

5.1.1 - By when do you plan to complete this step?

5.2.1 - Which of the following options is closest to the present situation in your education system?

Classical Test Theory is used
A combination of Classical Test Theory and Item Response Theory is used for evaluating test items
A combination of Classical Test Theory and Item Response Theory is used for evaluating test items

5.2.1 - By when do you plan to complete this step?

5.3.1 - [Use of analysis in pilot phase to inform item and test quality] Which of the following options is closest to the present situation in your education system?

No pilot takes place
A pilot takes place and analysis is limited to percent correct
Classical test theory is used in pilot analysis to inform item and test quality
Item response theory is used in pilot analysis to inform item and test quality
Item response theory is used in pilot analysis to inform item and test quality. Advanced analyses like Differential Item Functioning are undertaken.

5.3.1 - By when do you plan to complete this step?

5.3.2 - [Development of an empirically based learning progression scale to report student performance at different levels of learning]

No scaling methodology is used (only raw/mean scores are provided)
There is an attempt to build a scale but this does not meet scientific criteria
A scale is built using classical methods that adheres to scientific criteria
A scale is developed using item response theory
A sophisticated scale is developed using item response theory that incorporates empirically derived and described learning levels

5.3.2 - By when do you plan to complete this step?

5.3.3 - Which of the following options is closest to the present situation in your education system?

No analysis of assessment data is undertaken
Data analysis using simple software such as SPSS or Excel is undertaken. Analysis is limited to descriptive statistics based on raw scores that report findings such as mean by groups.
Data analysis employs advanced methods such as replication to produce accurate standard errors accounting for the design effect of sampling, and draws on contextual information to inform output.
Complex analytical methods are used to explore relationships. These might include regression and multi-level modelling. Data analysis draws on a wide range of contextual information to enable nuanced output.

5.3.3 - By when do you plan to complete this step?

6 - Using Completion Date?

Reporting and Dissemination

6.1.1 - Which of the following options is closest to the present situation in your education system?

No reports are produced
A rsingle eport is produced which outlines student performance using descriptive statistics. This is made available at a central location but access is restricted.
A single report is produced which outlines student performance using descriptive statistics and an attempt is made to link it with the Assessment Framework. Printed copies are made available but are not widely disseminated.
A single report is produced to summarise student performance, with some effort made to draw inferences for educational improvements. A range of report formats are designed for different target audiences but efforts to engage different stakeholders in discussing reports are limited.
A range of reports are produced for different stakeholders and include findings and suggestions from advanced statistical data analysis that can inform educational improvements at a range of levels. Multiple report formats are produced for different stakeholder groups and there is a cohesive and overarching plan to disseminate findings to relevant stakeholders and to engage in active dialogue around revisions to educational policy and practice.

6.1.1 - By when do you plan to complete this step?

6.2.1 - Which of the following options is closest to the present situation in your education system?

No data visualization is used; reporting is only through tables.
A limited number of data visualizations are used such as bar/column and pie charts.
A wide range of data visualizations are used including also, for example, statistical maps and
Besides a range of static visualizations for reporting, interactive data visualizations are also developed and published online, accessible to the public.

6.2.1 - By when do you plan to complete this step?