Learning from learning assessments: the politics and policies of attaining quality education

Learning assessments have increasing influence in education policy-making and reform. In response to both the accomplishments and disappointments related to the Millennium Development Goals (2000 – 2015) and to the new aspirations under the Sustainable Development Goals (2015-2030), there is global interest in the development and use of standards and indicators for measuring learning achievement. This widespread use of assessments is based on the assumption that data can help strengthen accountability and guide policy to make education more efficient and equitable. However, assessment data are frequently either misused or do not positively influence policy-making or student learning. Moreover, international learning assessments are not a single, uniform tool. There are different and sometimes competing methods and objectives between international, regional and national assessments. The overarching questions of the roundtable were, thus: Can the measurement of learning outcomes lead to improved quality education for all? If so, how?

author
Draxler, Alexandra
Jakovleski, Velibor
language
ENG
Institutions
Network for international policies and cooperation in education and training
Brookings Institution (USA). Center for Universal Education
Graduate Institute of International and Development Studies (Switzerland)
date
2016
Pages
14 p.
regions
Asia and the Pacific
Europe
Arab States
Americas and the Caribbean
Africa
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themes
Cross-national studies
Educational measurement
Pays
Afghanistan
Algeria
Albania
Argentina
Australia
Austria
Canada
China
Cameroon
levels
Primary education
Secondary education

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