Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
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.
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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.
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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 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.
Options to link assessments together have been explored to address the challenges posed by the limited capacity of some countries to implement cross-national, regional, and national assessments.
- Exploring the commonalities and differences between Regional and International Assessments by Trevino and Ordenes (2017)
- Mind the Gap: Proposal for a Standardised Measure for SDG 4-Education 2030 Agenda by Altinook (2017)
- Pandemic-related disruptions to schooling and impacts on learning proficiency indicators: A focus on the early grades (March 2021)
- Tool for projecting the attainment of SDG 4.1.1 (Excel), intended to produce sufficiently reliable scenarios for world regions, and the world.
- Assessing Learning Proficiency Levels and Trends for Sustainable Development Goal 4.1: A focus on Africa (November 2021)