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.

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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 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
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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).

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