Do all assessment instruments qualify for SDG 4.1.1(a) reporting? What is way forward?

• In Event: Advancing Education Measurement for SDG 4.1.1(a): Improving Assessment Tools, Methods, and Reporting

Proposal

The Sustainable Development Goal (SDG) 4.1.1(a) focuses on measuring the percentage of children and young adults who achieve minimum proficiency in reading and mathematics by the age of 10. This goal is crucial for promoting quality education and ensuring that children acquire essential literacy and numeracy skills at an early age.

The paper will identify and examine different foundational literacy assessments used by countries to evaluate the reading abilities of children and young adults. These assessments may vary in terms of content, scope, and methodologies. To assess the suitability of the foundational literacy assessments for SDG 4.1.1(a) reporting, the paper will examine the content alignment between the assessments and the Minimum Proficiency Level (MPL) to determine if the assessments cover the required foundational literacy skills. Additionally, the paper will investigate whether the establishment of global benchmarks was set using the policy linking method. For global reporting and monitoring progress, it is essential that the assessments used by different countries are comparable, meaning they measure similar skills and knowledge. The paper will investigate whether the identified foundational literacy assessments can be aggregated and tracked over time to monitor trends and improvements in student learning outcomes globally.

The paper will provide insights into the challenges associated with using existing foundational literacy assessments for SDG 4.1.1(a) reporting. These challenges may include discrepancies in assessment content, lack of standardization, and difficulties in aggregating and comparing data. Additionally, the study will highlight opportunities for improving assessment practices to meet the reporting requirements effectively. The paper will also address the potential need for further standardization and harmonization of appropriate assessment practices to facilitate accurate and comparable global reporting on minimum proficiency. This might involve developing guidelines or frameworks for designing and implementing foundational literacy assessments that align with SDG 4.1.1(a) objectives. Ultimately, the paper will contribute to the international dialogue on educational progress and the achievement of SDG 4.1.1(a) targets. By evaluating and discussing the suitability of existing assessments, the study aims to inform policymakers, educators, and stakeholders about the status of foundational literacy and the challenges in meeting the SDG targets.

In conclusion, the paper will delve into the foundational literacy assessments used worldwide, examining their alignment with SDG 4.1.1(a) reporting criteria, and providing insights into challenges and opportunities for improvement. By promoting standardization and harmonization of assessment practices, the study seeks to enhance global reporting on minimum proficiency levels and advance progress toward achieving quality education for all.

Author

• Abdullah A Ferdous, American Institutes for Research