In the first part of this blog yesterday, we discussed how GPE supports partner countries in strengthening their learning assessment systems, including through a new approach called ANLAS: Analysis of National Learning Assessment Systems. This diagnostic will allow them to identify issues and make recommendations to improve their assessment systems.
A country-led, participative process
Three countries were selected by the GPE Secretariat in collaboration with partners to be pilots for using ANLAS: Ethiopia, Mauritania and Vietnam. Among the criteria for selection, country interest and demand were most important, followed by the planned period of the next education sector plan (ESP), the existence of different modalities of assessment and policy interest in assessment of 21st century skills.
ANLAS is conceptualized as a country-led, participative process. The analysis is undertaken collaboratively by a national team representing the Ministry of Education and decentralized levels, as well as civil society/private organizations, teacher organizations and assessment agencies that are external to the government.
An important element of the implementation process are consultations with key stakeholders such as representatives from relevant divisions of the Ministry of Education at the national and provincial levels, development partners, representatives of assessment agencies (if external to the government), teacher training program providers, school leaders and teachers, representatives of civil-society organizations and private organizations involved in learning assessment.
Embedding ANLAS into the broader education sector planning process aims to ensure that the identified recommendations are used to develop improvement strategies and implement them. To guide national teams, the toolkit consists of different tools to support the ANLAS process, the qualitative analysis, reporting and dissemination.
Linking national assessments to the school-based assessment done by teachers (both formal and informal) is often the challenge. Often there is little correlation between the two levels of assessment if learning outcomes are not clearly mapped out to give expected levels of performance (knowledge and skills). The correlation is poorer especially in contexts impacted on by paucity of resources, inadequate teacher training, large classes etc .
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