Advancing foundational learning assessments in the Global South

• In Event: Designing comparable international assessments for measuring foundational learning in low- and middle-income contexts

Proposal

Large-scale assessment A (LSAA) and Large-scale assessment B (LSAB) are integral to the “Data for Transformative Education” initiative. Funded by a major bi-lateral funding organization, this large-scale project aims to provide reliable, comparable data on children’s literacy and numeracy skills across 15 countries. The primary objective of both assessments is to include standardizing assessments to enable comparison across diverse educational contexts, using assessment data to support data-driven policymaking, and adapt assessment tools to the unique environments of the Global South. This adaptation includes careful consideration of local languages and cultural contexts, ensuring that the tools are both applicable and sensitive to the regions they serve.

Large-scale assessment A assesses foundational numeracy skills, while Large-scale assessment B evaluates literacy capabilities, among children aged 5 to 16 years, including those who are out of school. LSAA’s evaluation of core numeracy skills focuses on understanding and applying concepts in number, patterns, measurement, data display and geometry. LSAB assesses reading comprehension, listening comprehension, and decoding abilities. These tools have been meticulously developed and refined through numerous field trials, and are aligned with global standards, including SDG 4.1.1(a) reporting requirements. The assessments are uniquely tailored to the diverse linguistic and cultural contexts of the targeted Global South countries, ensuring their applicability and relevance across various educational environments. Rigorous quality assurance protocols and inclusive sampling strategies have been developed to ensure the reliability and validity of the data collected.

The evidence supporting both assessments, derived from pilot studies across Africa, Asia and the Americas, demonstrates their effectiveness in revealing nuanced learning levels, particularly in marginalized communities including rural and urban settings. By strategically including both in-school and out-of-school children in these assessments, these tools offer a comprehensive picture of foundational learning disparities across different contexts. The data generated by these assessments could be instrumental in shaping educational policies and practices, particularly in resource-limited settings.

Looking ahead, LSAA and LSAB will be implemented in 15 countries in 2025, providing nationally representative data that is comparable across countries. This data will significantly contribute to reporting on SDG 4.1.1a, supporting global efforts to improve foundational learning outcomes. The two assessments will be expanded by incorporating supplementary modules that address the needs of children with special needs, those in emergency settings, and the measurement of socio-emotional skills. These additions will provide a more comprehensive understanding of children’s learning outcomes, particularly in marginalized and crisis-affected regions. The ongoing development of these tools, coupled with robust data collection and quality assurance practices, positions LSAA and LSAB as leading instruments in the global effort to improve foundational learning outcomes.

As the project progresses, its impact on educational policy and practice is expected to be profound, offering vital insights and strategies for enhancing foundational learning worldwide.

Author

• Najme Kishani Kishani, Meeting with Dr. Najme Kishani