17-18 October, 2018, Hamburg, Germany
GAML participants will be expected to:
- Receive updates on UN and Education 2030 processes and the Technical Co-operation Group’s fourth meeting (TCG 4) regarding development indicators, as well as recommendations regarding reporting and capacity development with identification of the action items that have implication for GAML work programme;
- Receive updates on the different GAML activities and the progress of indicators from the Secretariat and the different Task Forces;
- Review the progress of the GAML work plan;
- Discuss and endorse the GAML work plan in order to report to TCG 5; and
- Assess and make recommendations on country implementation of learning assessments and skills’ measurement and endorse capacity development measures for countries.
Working documents
- Concept note
- Agenda and documents
- 2018 Progress Report
- Minimum Proficiency Levels
- Content Alignment Tool (summary)
- Procedural Alignment Tool (summary)
- Linking Approaches
- Reporting options for indicator 4.6.1
Reference documents
- Global Content Framework of Reference for Mathematics: Global Consultation
- Global Content Framework of Reference for Reading: Global Consultation
- Content Alignment Tool
- Content Alignment Tool Platform
- Principles of Good Practice in Learning Assessment
- Mapping Large Scale Assessments to SDG 4 Indicators
- Quick Guide no.2: Making the Case for a Learning Assessment
- Quick Guide no.3: Implementing a National Learning Assessment
- Procedural Alignment Tool
- Method for Developing an International Curriculum and Assessment Framework for Mathematics
- Method for Developing an International Curriculum and Assessment Framework for Mathematics (Summary)
- Method for Developing an International Curriculum and Assessment Framework for Reading
- Method for Developing an International Curriculum and Assessment Framework for Reading (Summary)
- Coding scheme: Mathematics assessments
- Coding scheme: Reading assessments
- Monitoring Progress towards SDG 4.1: Initial Analysis of National Assessment Frameworks for Mathematics
- Monitoring Progress towards SDG 4.1: Initial Analysis of National Assessment Frameworks for Reading
- Global Frameworks of Reference – Mathematics and Reading
- UIS-TIMSS Mathematics Framework Alignment: Methodology and Results
- UIS-PISA Mathematics Framework Alignment: Methodology and Results
- UIS-PIRLS Reading Framework Alignment: Methodology and Results
- UIS-PISA Reading Framework Alignment: Methodology and Results
- Monitoring Progress towards SDG 4.1: Comparative Analysis of Curriculum and Assessment National Frameworks for Mathematics
- Monitoring Progress towards SDG 4.1: Comparative Analysis of Curriculum and Assessment National Frameworks for Mathematics (Summary)
- Monitoring Progress towards SDG 4.1: Comparative Analysis of Curriculum and Assessment National Frameworks for Reading
- Monitoring Progress towards SDG 4.1: Comparative Analysis of Curriculum and Assessment National Frameworks for Reading (Summary)
- SDG 4 Reporting : Linking to the UIS Reporting Scale through social moderation
- IEA’s Rosetta Stone
- SDG Data Reporting: Proposal of a protocol for reporting Indicator 4.1.1
- Exploring Commonalities and Differences of Regional and International Assessments
- GAML Task Force 4.6 Progress Report 2018
Presentations
- Session 1
- Session 2
- Exploring options for reporting indicator 4.1.1
- Methodological progress and development of indicator 4.1.1
- Indicator 4.1.1: Burundi
- Indicator 4.1.1: Chad
- Indicator 4.1.1: Chile
- Indicator 4.1.1: Dominican Republic
- Indicator 4.1.1: Grenada
- Indicator 4.1.1: India
- Indicator 4.1.1: Indonesia
- Indicator 4.1.1: Mali
- Indicator 4.1.1: St. Vincent and the Grenadines
- Indicator 4.1.1: Tunisia
- Summary
- Session 3
- Session 4
- Session 5
- Session 6