Documents Resources – Global Alliance to Monitor Learning

Key documents

Indicator 4.1.1

Indicator 4.4.2

Indicator 4.6.1

Indicators 4.7.4 and 4.7.5

Newsletters

- The Global Alliance to Monitor Learning (GAML): Concept paper (2017)
- The Global Alliance to Monitor Learning (GAML) Theory of change (2017)
- The Global Alliance to Monitor Learning (GAML): Result framework (2017)
- The Global Alliance to Monitor Learning (GAML): Governance and organization (2017)

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 (Metadata)

Overview

- Aligning and reporting on indicator 4.1.1: UIS annotated workflow (2023)

Conceptual framework

- Global Content Framework for reading (2018)
- Global Content Framework for mathematics (2018)
- Content Alignment Tool (CAT) (2018)
- Online Content Alignment Tool (CAT) Platform (2018)
- Method for developing an international curriculum and assessment framework for Reading – Paper; Summary (2018)
- Method for developing an international curriculum and assessment framework for Mathematics – Paper; Summary (2018)
- Coding scheme: Reading assessments (2018)
- Coding scheme: Mathematics assessments (2018)
- Monitoring Progress towards SDG 4.1: Comparative Analysis of Curriculum and Assessment National Frameworks for Reading – Paper; Summary (2018)
- Monitoring Progress towards SDG 4.1: Comparative Analysis of Curriculum and Assessment National Frameworks for Mathematics – Paper; Summary (2018)
- Monitoring progress towards SDG 4.1: initial analysis of curriculum and assessment national frameworks for reading and for mathematics (2018)
- Global frameworks of reference (International and regional assessments)
- Global Content Framework of Reference for Reading: Global consultation results (2018)
- Global Content Framework of Reference for Mathematics: Global consultation results (2018)
- UIS-TIMSS Framework Alignment: Methodology and Results (2018)
- UIS-PIRLS Framework Alignment: Methodology and Results (2018)
- UIS-PISA Framework Alignment: Methodology and Results (mathematics) (2018)
- UIS-PISA Framework Alignment: Methodology and Results (reading) (2018)

Methodological framework

- Principles of good practice in learning assessment Manual (2017)
- Procedural Alignment Tool (PAT) (2018)
- Online Procedural Alignment Tool (PAT) Platform (2018)

Reporting framework

Minimum Proficiency Levels

- Minimum Proficiency Levels used to report for indicator 4.1.1 (last update: 2022)
- Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting (2018)
- Minimum Proficiency Levels: Described, unpacked and illustrated (2019 - 2022)
- Minimum Proficiency Levels (MPLs): outcomes of the consensus building meeting – Background papers (2018)
- Constructing UIS proficiency scales and linking to assessments to support SDG Indicator 4.1.1 reporting (2017)

Global Proficiency Framework (GPF)

- Global Proficiency Framework for Reading (English - Spanish) (2020)
- Global Proficiency Framework for Mathematics (English - Spanish) (2020)
- UIS Reporting Scales (UIS-RS): Definition of a reporting scale (2017)

Linking strategies

- Exploring commonalities and differences in regional and international assessments (2017)
- Costs and benefits of different approaches to measuring the learning proficiency of students (SDG Indicator 4.1.1) (2019)
- The feasibility of harmonizing scores produced by the study Monitoring Impacts on Learning Outcomes (MILO) to the TIMSS and PIRLS TEST scores (2023)
- Linking approaches: Working paper for endorsement (2018)

Policy linking

- Policy Linking methodology (2017)
- Policy Linking for measuring global learning outcomes toolkit: Linking assessments to the Global Proficiency Framework (2023)
- Policy Linking country reports: Bangladesh; India (2019- 2021); Cambodia; Lesotho; Zambia
- Evaluation of the draft Policy Linking Toolkit (2022)

Ex-post Calibration

- Mind the gap: Proposal for a standardised measure for SDG 4-Education 2030 Agenda (2017)

Student based linking: concordance tables

- Rosetta Stone project (2022)
- Rosetta Stone policy brief: Establishing a concordance between regional (ERCE/PASEC) and international (TIMSS/PIRLS) assessments (English - French - Spanish) (2022)
- Rosetta Stone analysis report: Establishing a concordance between ERCE and TIMSS/PIRLS (2022)
- Rosetta Stone analysis report: Establishing a concordance between PASEC and TIMSS/PIRLS (2022)

Minimum Proficiency Level Calibrated Module

- Monitoring Impacts on Learning Outcomes (MILO) (2021-2022)
- COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes
Main report (2022)
Country reports (2022): Burundi - Burkina Faso - Côte d’Ivoire - Kenya - Senegal - Zambia
- Students reaching the Minimum Proficiency Levels reporting AMPL and PASEC: Concept note (2022) - Assessments for Minimum Proficiency Levels (AMPLs): ground-breaking tools to produce internationally comparable data on SDG 4.1 indicators - Brochure (English - French) (2022)

SDG Indicator 4.1.1: Reporting

- Metadata for indicator 4.1.1
- Protocol for reporting (English - French) (2022)
- Reporting learning outcomes in basic education: country’s options for indicator 4.1.1 (2022)
- Framework for interim reporting: Proposal by GAML Secretariat (2017)
- Framework for Interim reporting (Presentation) (2017)

Use of cross-national assessments for reporting

- Monitoring of the Sustainable Development Goals using large-scale international assessments (2022)

Research and analysis

- Learning divides: Using data to inform educational policy (2018)
- Costs and benefits of different approaches to measuring the learning proficiency of students (SDG Indicator 4.1.1) (2019)
- How fast can levels of proficiency improve? Examining historical trends to inform SDG 4.1.1 scenarios (2019)
- Evidence-based projections and benchmarks for SDG Indicator 4.1.1 (2020)
- Pandemic-related disruptions to schooling and impacts on learning proficiency indicators: a focus on the early grades (2021) –Tool for projecting the attainment of SDG 4.1.1 (Excel) (2021)
- Assessing learning proficiency levels and trends for Sustainable Development Goal 4.1: a focus on Africa (2021)
- Trends in learning proficiency in the last twenty years: How close are we to reliable regional and global SDG 4.1.1 trend statistics? (2022)
- Feasibility of using the data produced by the Early Grade Reading (EGRA) and Early Grade Mathematics (EGMA) to measure and monitor SDG 4.1.1, by complementing it with other banks of items (2023)

Dissemination

- Global Alliance to Monitor Learning (GAML)
- Technical Cooperation Group on SDG4 Indicators (TCG)
- Learning data toolkit: Measure what matters (Microsite) (2022)
- Quick guide: Implementing a national learning assessment (2017)
- Quick guide: Making the case for a learning assessment (2018)
- SDG 4 Data Digest 2018: Data to nurture learning (Executive summary: French - Spanish) (2018)

Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills. (Metadata)

- A global framework of reference on digital literacy skills for indicator 4.4.2 (2018)
- Recommendations on assessment tools for monitoring digital literacy within UNESCO Digital Literacy Global Framework (DLGF)(2018)
- SDG 4 Data Digest 2018: Data to nurture learning (Executive summary: French - Spanish) (2018)
- Framework for interim reporting: Proposal by GAML Secretariat (2017)
- Framework for Interim reporting (Presentation) (2017)

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex (Metadata)

- Functional literacy and numeracy: Definitions and options for measurement of SDG 4.6 (2018)
- Form follows function: A global framework for assessing and reporting literacy (2018)
- Developing a monitoring scheme for adult numeracy as part of SDG Indicator 4.6.1 (2018)

- The UIS mini-LAMP (2018)
- Mini-LAMP for monitoring progress towards SDG 4.6.1 (2018)
- Mini-LAMP: A cost-effective way to assess literacy and numeracy (Brochure) (2019)
- Defining literacy (2018)
- GAML taskforce 4.6 progress report 2018 (2018)

- Monitoring adult literacy for Indicator 4.6.1 (2018)
- Monitoring adult numeracy for Indicator 4.6.1 (2018)
- Measuring Indicator 4.6.1 – Option paper (2018)
- Self-report indirect and simple direct assessment tools for reporting (2018)

- Reporting options for indicator 4.6.1: Working paper for GAML 5 endorsement (2018)
- SDG 4 Data Digest 2018: Data to nurture learning (Executive summary: French - Spanish) (2018)

- Framework for interim reporting: Proposal by GAML Secretariat (2017)
- Framework for Interim reporting (Presentation) (2017)

- Measuring literacy around the world: The everyday-life Practices and Skills Survey (e-PASS) (2022)
- Profiling the global distribution of literacy skills (2018)

SDG 4.7.4: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability (Metadata)
SDG 4.7.5: Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience (Metadata)