Bridging the Gap: Standardized Assessments for LMICs with LaNA (Poster 3)

• In Event: Division H: Global Perspectives on Standardized Assessment

Abstract

Developing foundational reading and mathematics skills in primary education is essential. Robust assessment data is critical for evidence-based policies aimed at improving education systems in Low- and Middle-Income Countries (LMICs). Traditional assessments like TIMSS and PIRLS often fail to address the unique abilities of students in LMICs, prompting the creation of the LaNA study. This reading and mathematics assessment can be administered off-cycle, providing internationally comparable evaluations tailored to LMIC contexts. The main goal of LaNA is to implement a reliable assessment in LMIC primary schools that meets the criteria for Sustainable Development Goal (SDG) indicator 4.1.1b. Based on TIMSS and PIRLS frameworks, LaNA is adapted to suit LMIC educational contexts and has undergone pilot testing in various countries. Administered to approximately 4,500 students per country (grades 4-6), LaNA includes reading and mathematics sections, along with background questionnaires. Each student responds to a subset of items, ensuring comprehensive coverage. A linking approach to TIMSS and PIRLS enables international comparability. LaNA demonstrates the capacity to generate reliable measures of reading and mathematics across diverse contexts, facilitating standardized implementation. The LaNA framework addresses LMIC educational needs, providing valuable data for policymaking and ensuring tailored support for educational improvement.

**Conclusion:** LaNA offers a viable solution for standardized assessments in LMICs, contributing to evidence-based educational policies and sustainable development.

Authors

• Oliver Neuschmidt, IEA Data Processing and Research Center

• Lale Khorramdel, Boston College

• Andrea netten