{"id":80,"date":"2022-09-16T19:36:38","date_gmt":"2022-09-16T19:36:38","guid":{"rendered":"http:\/\/localhost:8888\/gates\/?page_id=80"},"modified":"2023-05-30T18:43:58","modified_gmt":"2023-05-30T18:43:58","slug":"glossary","status":"publish","type":"page","link":"https:\/\/learningdata.uis.unesco.org\/index.php\/resources\/glossary\/","title":{"rendered":"Glossary"},"content":{"rendered":"\n
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Glossary<\/h1>\n\n\n\n

Assessments for Minimum Proficiency Levels<\/b>: The Assessments for Minimum Proficiency Levels (AMPLa) are ground-breaking and robust tools developed to measure learning outcomes by identifying the proportion of students achieving the Minimum Proficiency Level (MPL) in reading and mathematics in each level of education. Data from AMPLs are used to report on  the global indicator SDG 4.1.1.<\/p>\n

Global Content Framework<\/b>: The Global Content Framework defines, each for reading and mathematics, the content framework for the three points of measurement (grades 2\/3, end of primary, end of lower secondary), and the minimum content that ensures comparability between tests.<\/p>\n

Global Item Bank: <\/b>The Global Item Bank is a public repository of test items developed by the UIS and the World Bank to help countries generate learning data on reading and mathematics.<\/p>\n

Global Proficiency Framework<\/b>: The Global Proficiency Framework (GPF) includes learning standards in reading and mathematics to define minimum proficiency levels that students are expected to have achieved at the end of each school grade level (grades 1 to 9). The framework provides a common reference point to enable countries to use the results of national, regional, and international assessments to report progress on SDG 4.1.1.<\/p>\n

Minimum Proficiency Level<\/b>: The minimum proficiency level (MPL) is the benchmark of basic knowledge in a subject area (mathematics, reading, etc.) at a given age\/grade measured through learning assessments.<\/p>\n

Non-statistical linking<\/b>: <\/span>Non-statistical linking involves matching up definitions of minimum proficiency to test items using subjective judgements. <\/span><\/p>\n

Pairwise Comparison<\/b>: This consists of a group of reading and mathematics experts that evaluate and place assessment items on the same item difficulty scale in an independent way. With this method, each item is compared to other items at least 30 times, and its difficulty is judged by several different experts.<\/p>\n

Policy linking<\/b>: Policy linking (PL) is a standard-setting methodology that allows expressing student learning outcomes from existing assessments to the proficiency levels described in the Global Proficiency Framework. The methodology involves national workshops with teachers and curriculum experts and aims to set benchmarks (or cut scores) on learning assessments to align them across countries and contexts over time.<\/p>\n

Rosetta Stone<\/b>: The Rosetta Stone links together assessments that have been administered in the recent past to build concordance tables that translate the scores resulting from national or regional assessments to scores on international assessments.<\/p>\n

Statistical linking<\/b>: These are methods that help countries map existing assessment data to regional and international assessment data to report on SDG 4.1.1. They use common persons or common items to relate learners\u2019 scores on different assessments.<\/p>\n

SDG indicator 4.1.1: <\/b><\/span>Indicator 4.1.1 refers to the \u201cproportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.\u201d<\/p>\n

<\/p>\n

Abbreviations<\/h2>\n

ACER<\/b> – Australian Council for Educational Research<\/p>\n

AMPL<\/b> – Assessment for Minimum Proficiency Levels<\/p>\n

EGMA<\/b> – Early Grades Mathematics Assessment<\/p>\n

EGRA<\/b> – Early Grades Reading Assessment<\/p>\n

ERCE<\/b> – Regional Comparative and Explanatory Study<\/p>\n

FCDO<\/b> – Foreign, Commonwealth and Development Office<\/p>\n

GAML<\/b> – Global Alliance to Monitor Learning<\/p>\n

GCF<\/b> – Global Content Framework<\/p>\n

GPF<\/b> – Global Proficiency Framework<\/p>\n

IBE-UNESCO<\/b> – International Bureau of Education<\/p>\n

MICS<\/b> – Multiple Indicator Cluster Surveys<\/p>\n

MILO<\/b> – Monitoring Impacts on Learning Outcomes<\/p>\n

MOE<\/b> – Ministry of Education<\/p>\n

MPL<\/b> – Minimum Proficiency Level<\/p>\n

PAL<\/b> – People\u2019s Action for Learning<\/p>\n

PASEC<\/b> – Programme for the Analysis of Education Systems<\/p>\n

PILNA<\/b> – Pacific Islands Literacy and Numeracy Assessment<\/p>\n

PIRLS<\/b> – Progress in International Reading Literacy Study<\/p>\n

PISA<\/b> – Programme for International Student Assessment<\/p>\n

SDG<\/b> – Sustainable Development Goals<\/p>\n

SEA-PLM<\/b> – Southeast Asia Primary Learning Metrics<\/p>\n

SACMEQ<\/b> – The Southern and Eastern Africa Consortium for Monitoring Education Quality<\/p>\n

TIMSS<\/b> – Trends in International Mathematics and Science Study<\/p>\n

UIS<\/b> – UNESCO Institute for Statistics<\/p>\n

UN<\/b> – United Nations<\/p>\n

UNESCO<\/b> – United Nations Educational, Scientific and Cultural Organization<\/p>\n

USAID<\/b> – United States Agency for International Development<\/p>\n\n\n\n

<\/div>\n<\/div><\/div>\n\n\n\n
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Want to learn more about how your country can use learning data? Contact the Coalition for Foundational Learning to discuss your specific country needs and interests.<\/p>\n\n\n\n

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Contact Us<\/a><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Glossary Assessments for Minimum Proficiency Levels: The Assessments for Minimum Proficiency Levels (AMPLa) are ground-breaking and robust tools developed to measure learning outcomes by identifying the proportion of students achieving the Minimum Proficiency Level (MPL) in reading and mathematics in each level of education. Data from AMPLs are used to report on  the global indicator […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":574,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-80","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/pages\/80","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/comments?post=80"}],"version-history":[{"count":8,"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/pages\/80\/revisions"}],"predecessor-version":[{"id":728,"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/pages\/80\/revisions\/728"}],"up":[{"embeddable":true,"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/pages\/574"}],"wp:attachment":[{"href":"https:\/\/learningdata.uis.unesco.org\/index.php\/wp-json\/wp\/v2\/media?parent=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}