{"id":113,"date":"2022-09-19T18:52:34","date_gmt":"2022-09-19T18:52:34","guid":{"rendered":"http:\/\/localhost:8888\/gates\/?post_type=navigator&p=113"},"modified":"2023-06-01T19:53:02","modified_gmt":"2023-06-01T19:53:02","slug":"4-b-general-comparison-of-international-regional-national-assessments","status":"publish","type":"navigator","link":"https:\/\/learningdata.uis.unesco.org\/index.php\/navigator\/what-are-the-options-for-reporting-on-sdg-indicator-4-1-1\/4-b-general-comparison-of-international-regional-national-assessments\/","title":{"rendered":"4.b General comparison of international, regional, national assessments"},"content":{"rendered":"\n

General comparison of international, regional, national assessments<\/h2>\n\n\n

 <\/p>\n\n\n\n\n\n\n\n\n
<\/td>\n\n

International Assessments<\/b><\/h4>\n<\/td>\n

\n

Regional Assessments<\/b><\/h4>\n<\/td>\n

\n

National Assessments<\/b><\/h4>\n<\/td>\n<\/tr>\n

Comparability over time<\/b><\/td>\nMostly high.<\/span><\/td>\nMostly high.<\/span>

<\/p>\n

Only comparable for the last 2 cycles.<\/span><\/p><\/td>\n

Could be high if rigorous methods.<\/span><\/td>\n<\/tr>\n
Comparability between countries<\/b><\/td>\nHigh within each program.<\/span>

<\/p>\n

Relatively easy to equate across programs.<\/span><\/p>\n

More could be done.<\/span><\/p><\/td>\n

Almost as high within each program.<\/span>

<\/p>\n

Less easy to equate across programs.<\/span><\/p>\n

Differences across programs in selected grades complicates comparisons.<\/span><\/p><\/td>\n

Low.<\/span>

<\/p>\n

Variety of sampled populations, methodologies, interference by governments, lack of documentation, often lack of equating over time.<\/span><\/p><\/td>\n<\/tr>\n

Timeliness of the statistics<\/b><\/td>\nOne year lag with respect to cycle.<\/span><\/td>\nVaries \u2013 one to four years.<\/span><\/td>\nWould vary by country, but likely to be timelier than any cross-national program.<\/span><\/td>\n<\/tr>\n
Scope for public buy-in and policy impact<\/b><\/td>\nResults highly influential<\/span>.<\/span>

<\/p>\n

Assessments seen as fair and independent and allow for international comparisons.<\/span><\/p><\/td>\n

Results highly influential.<\/span>

<\/p>\n

Concerns around accuracy of statistics and transparency of methods.<\/span><\/p><\/td>\n

If rigorous, results will influence curriculum design and teacher training.<\/span>

<\/p>\n

If not, results not taken seriously or risk using weak information to inform policy. <\/span><\/p><\/td>\n<\/tr>\n

Scope for national capacity building<\/b><\/td>\nLimited (restricted to learning by doing).<\/span>

<\/p>\n

Paired with more explicit training in the different stages of the assessment cycle.<\/span><\/p><\/td>\n

Regional nature of the program increases countries\u2019 direct involvement in technical aspects.<\/span><\/td>\nLarge role in building capacity at the national level if country experts have access to good materials and training programs.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n
Alignment to the MPL<\/b><\/td>\nThere is agreement about the levels that align to the MPL although it should be completed with a standard-setting exercise that precisely identifies the MPL in each case. <\/span><\/td>\nCould use AMPL to align to the global MPL<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Source: <\/b>UNESCO Institute for Statistics. Based on: Gustafsson, M. (2019). <\/span>Costs and Benefits of Different Approaches to Measuring <\/span><\/i><\/h5>\n

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