Indicator 4.1.1 – Global Alliance to Monitor Learning

Content Alignment Tool

Global Content Framework

Resources

The Content Alignment Tool (CAT) is a questionnaire designed to assess the alignment of national assessment programmes to the Global Content Framework (reference point) since national assessment programmes do not necessarily cover all contents in the Global Content Framework.

The tool is for both domains covered by the indicator, reading and mathematics, and includes a scoring scheme for minimum alignment.

PDF document	Online platform

The Global Content Framework (GCF) defines, each for the domain of reading and mathematics, the content framework for the three points of measurement, and the minimum content that ensures comparability between tests.

The Global Content Frameworks have content reference lists and coding schemes to map national assessments and identifies the similarities and differences between what children are expected to learn in different levels of formal education. Reference documents

Method for developing an international curriculum and assessment framework for:
- Reading
- Mathematics

Procedural Alignment

Manual of Good Practices

Quick Guides

Resources

Robust, consistent operations and procedures are an essential part of any large-scale assessment, to maximise data quality and minimise the impact of procedural variation on results.

Procedural alignment across assessments is important to set the minimum procedures so data integrity is protected, and results are robust and reasonably comparable for any given country over time, but also across countries at any given point in time.

The Procedural Alignment Tool is a questionnaire designed to help countries self-assess their learning assessment data collection and learning assessment implementation practices to good practices to ensure reported data for indicator 4.1.1 have an acceptable level of quality.

PDF document	Online platform

Minimum Proficiency Levels

Global Proficiency Framework

Resources

The Minimum Proficiency Levels define a minimum global proficiency level for each point of measurement and domain for international assessments, based on the Global Content Framework (GCF). The minimum proficiency levels at the global scale have been mapped to these assessment programmes:This was possible through an analysis by experts to accommodate countries with different socio- and economic-development stages at each of the 3 educational levels included in indicator 4.1.1 .

Minimum Proficiency Levels at the global scale have been mapped to assessment programmes from around the world.

The Global Proficiency Framework (GPF) defines the global minimum proficiency levels that learners are expected to demonstrate at the end of each grade level, from grades 1 to 9. The GPF was developed by educators, curriculum experts, and psychometricians with extensive experience on developing and implementing programs in a wide range of countries and contexts. GPF were developed for both reading and mathematics.

Reading	Mathematics

English Spanish French	English Spanish French
The GPF is also available in other languages. Click ⁠here for more information.

Protocol for Reporting

Interim Reporting Strategy

Metadata

Resources

The Protocol for Reporting explains the flow of work, the activities and phases involved in the reporting of Indicator 4.1.1 and the tools and reference documents publicly offered to generate a minimum level of consistency of education systems, while retaining sufficient flexibility for education systems to pursue assessment programs appropriate to their context and needs.

English

The Interim Reporting Strategy promotes the highest level of participation and reporting by prioritising a fit-for-purpose approach, where all assessment programmes are accepted, regardless of whether they meet minimum criteria, and proceed with the reporting while being cautious to specify when they do not.

Framework for Interim reporting (presentation)
Framework for Interim Reporting

Rosetta Stone

Statistical linking

Policy Linking

Resources

The Rosetta Stone is a subject-based psychometric linking approach (new data collection by administrating the same tests to students).

COVID-19: Monitoring Impacts on Learning Outcomes (MILO)

The COVID-19: Monitoring the Impacts on Learning Outcomes (MILO) project aims to measure learning outcomes in six countries in Africa, in order to analyse the long-term impact of COVID-19 on learning and to evaluate the effectiveness of distance learning mechanisms utilised during school closures. In addition, this project will develop the capacity of countries to monitor learning after the crisis. The 4 overarching goals of the project are to:

Evaluate the impact of COVID-19 on learning outcomes and measure the learning loss by reporting against SDG indicator 4.1.1b
Identify the impact of different distance learning mechanisms put in place to remediate the learning disruption generated by COVID-19
Expand the UIS bank of items for primary education
Generate a toolkit so that assessment results can be scaled to international benchmarks, reporting against SDG 4.1.1.b.

Study Design of MILO