Indicator 4.1.1

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.
PDF document | Online platform |
![]() |
![]() |
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 |
![]() |
![]() |
The Manual of Good Practices in Learning Assessment is a set of good practices identified to guide the implementation of an assessment based on existing literature and documents.
Quick Guides provide countries with an abridged and handy tool for the implementation of assessments and cover broader guidance on key issues such as Why carry out a learning assessment? How to implement a learning assessment?
![]() |
![]() |
Making the Case for Learning Assessment | Implementing a National Learning Assessment |
The Global Proficiency Framework for (also referred to as the GPF or the framework) 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 developing and implementing programs in a wide range of countries and contexts. GPF were developed for both reading and mathematics.
Reading | Mathematics |
![]() |
![]() |
Access tables in Excel | Access tables in Excel |
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.
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
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.
The Rosetta Stone is a subject-based psychometric linking approach (new data collection by administrating the same tests to students).
Metadata
Publications
- Learning Outcomes: Data Production Concept Note
- Consensus building meeting (forthcoming)
- Workflow: Aligning and reporting on Indicator 4.1.1: UIS annotated workflow
- Trevino and Ordenes () and Altinook (2017) (forthcoming)
- Protocol for Reporting on SDG Global Indicator 4.1.1 (GAML6/WD2, 2019)
- Linking Approaches: Working Paper for Endorsement (GAML5/4.1.1/3, 2018)
- Procedural Alignment Tool Paper for endorsement