Standard 4: Assessment of Learning Outcomes

Appropriate methods are used to evaluate and validate learning outcomes.

Key Actions

Continuous assessment and evaluation of learners’ progress towards established objectives inform teaching methods

See Guidance Notes:

Learners’ achievement is recognised and credits or course completion documents are provided accordingly

See Guidance Notes:

Graduates of technical and vocational programmes are assessed to gauge the quality and relevance of the programmes against the changing environment

See Guidance Notes:

Assessment and evaluation methods are considered fair, reliable and non-threatening to learners

See Guidance Notes:

Assessments are relevant to learners’ future educational and economic needs

See Guidance Notes:

Guidance Notes
1
Effective assessment and evaluation methods and measures

Effective assessment and evaluation methods and measures should be introduced and should consider the following:

  • Relevance: tests and examinations are appropriate to the learning context and the age of learners;
  • Consistency: evaluation methods are known and applied in a similar way at all locations and by all teachers;
  • Opportunity: absent learners are offered another chance for assessment;
  • Timing: assessment occurs during and at the end of instruction;
  • Frequency: this may be affected by the emergency;
  • Safe and appropriate setting: formal assessments are conducted in a safe place by education personnel;
  • Transparency: assessment results are shared and discussed with learners and, in the case of children, their parents. External examiners are available for key stages of assessment where possible and appropriate;
  • Accommodation of learners with disabilities: longer time is allocated, and skills and understanding are demonstrated through appropriate alternative means.
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2
Assessment results

In formal education programmes, assessment is conducted so that learners’ achievements and examination results can be recognised by the education authorities. For refugees, efforts should be made to obtain recognition by the education authorities in the country or area of origin. For technical and vocational education and training, training service providers should ensure compliance with national certification standards. Course completion documents may include diplomas and graduation certificates.

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3
Assessment code of ethics

Assessment and evaluation should be developed and implemented according to a code of ethics. This means they should be fair, reliable and conducted in a way that does not increase fear or cause distress. Learners should not be harassed in return for good marks or promotions within a school or programme. To help ensure that these conditions are met, monitoring, including spot- checking by supervisors and community members, may be helpful.

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4
Relevance

The content of assessments and the processes used should be directly linked to the materials that have been taught. Learning objectives and benchmarks should be identified from the curriculum. When possible, assessments should be modified to reflect materials taught rather than a standard curriculum, thereby reflecting actual learning rather than gaps in teaching.

Teachers and other education personnel should employ appropriate and easily used assessment tools and methods. Guidance and training in the use of assessment tools will enhance effectiveness. Community members may assist with assessment of learning progress and effectiveness of teaching. This may be particularly beneficial in large or multi-grade classes, or when learners need more individual attention.

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Resources

Related Resources
Toolkit

Early Grade Reading Assessment (EGRA) Toolkit

Published by
US Agency for International Development (USAID)
World Bank

In the interest of consolidating diverse experiences and developing a reasonably standardized approach to assessing children’s early reading acquisition, this “toolkit,” or user manual, serves as a guide for countries beginning to work with EGRA in such areas as local adaptation of the instrument, fieldwork, and analysis of results.

English
French
Spanish
Arabic
Assessment

Holistic Assessment for Learning (HAL)

Published by
NYU Global TIES for Children
Save the Children
United Nations Children's Fund (UNICEF)

The Holistic Assessment for Learning is a tool for measuring early grade learners' literacy, numeracy, and social and emotional skills.

English
Arabic
Manual/Handbook/Guide

INEE Pocket Guide to Supporting Learners with Disabilities

Published by
Inter-agency Network for Education in Emergencies (INEE)

The INEE Pocket Guide to Supporting Learners with Disabilities is specifically aimed at providing practical advice to teachers/educators, as one of the biggest challenges in the development of inclusive education is helping practitioners to turn theory into practice.

English
Bahasa Indonesia
French
Assessment

International Social and Emotional Learning Assessment (ISELA)

Published by
Save the Children

The International Social and Emotional Learning Assessment (ISELA) is a cost-free, feasible, and adaptable tool that helps us understand the development of self-concept, stress management, perseverance, empathy, relationship management, and conflict resolution in children between 6-12 years. 

Arabic
English
Toolkit

Learning and Well-Being in Emergencies: Resource Kit

Published by
Save the Children

he toolkit contains components that include Introduction for proposal development and advocacy; Community Action for initial non-formal education or informal learning; Teacher Training to support teachers/facilitators; Learner Assessment tools, and a comprehensive Community Action component to support literacy and well-being in the immediate aftermath of a crisis.

English
Report

Principles for Phone-Based Assessments of Learning

Published by
Center for Global Development

In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments

English

Indicators

Untitled Spreadsheet
INEE Domain INEE Standard Indicator/Program Requirements Clarification Numerator Denominator Target Disaggregation Source of Indicator Source of Data Available Tool Crisis Phase
Teaching and Learning Curricula (T&L Std 1)

Culturally, socially and linguistically relevant curricula are used to provide formal and non-formal education, appropriate to the particular context and needs of learners.
3.1 Pupil-textbook ratio Number of students Number of textbooks 1:1 Level of education
Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School administrative data Right to Education Monitoring Guide All stages
3.2 Percentage of targeted learning spaces whose learning materials meet minimum quality standards Curricula, textbooks, and other learning materials should be inclusive, conflict-sensitive, gender-transformative, promote SEL and PSS, etc. Number of targeted learning spaces where learning materials meet minimum standards of quality Number of targeted learning spaces 100% Formal vs non-formal New Learning material analysis Tool required All stages
3.3 Percentage of students in the right grade for their age Number of students at a grade level appropriate to within one year of their age Number students 100% Level of education
Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New School administrative data No tool required; INEE MS and indicator definitions sufficient All stages
3.4 Percentage of targeted crisis-affected children and youth benefiting from relevant skills development (SEL / PSS / risk awareness / environmental education / conflict prevention) Number of targeted crisis-affected children and youth benefiting from relevant skills development (SEL/PSS/risk awareness/ environmental education/conflict prevention) Number of identified crisis-affected children and youth needing relevant skills development (SEL/PSS/risk awareness/ environmental education/conflict prevention) 100% Level of education
Gender
Ethnicity
Mother tongue
Wealth quintile
Disability
Displacement status
As relevant
New Learning outcome measures Tool required All stages
3.5 Percentage of targeted learning spaces utilizing curriculum aligned to national standards In formal settings, the national curriculum should be used. In non-formal settings, the curriculum should be appropriate and compatible with the national curriculum. Number of targeted learning spaces utilizing curriculum aligned to national standards
Number of targeted learning spaces
100% Formal vs non-formal New Program documentation Tool required All stages
Training, Professional Development and Support (T&L Std 2)

Teachers and other education personnel receive periodic, relevant and structured training according to needs and circumstances.
3.6 Percentage of teachers who show increased understanding of and practice Teacher’s Role & Well-being; Child Protection, Well-being; Inclusion; Pedagogy; Curriculum & Planning; and Subject Knowledge Number of teachers who show increased understanding of and practice Teacher’s Role & Well-being; Child Protection, Well-being; Inclusion; Pedagogy; Curriculum & Planning; and Subject Knowledge Number of teachers 100% Gender TiCC Classroom observation, teacher survey World Bank's open-source classroom observation tool Teach All stages
3.7 Teacher satisfaction level with TPD activity/activities they have participated in Number of teachers satisfied with TPD activities they have participated in Number of teachers 100% Gender TiCC Teacher survey Tool required All stages
3.8 Percentage of teachers who report feeling confident in their ability to teach effectively Number of teachers who report feeling confident in their ability to teach effectively Number of teachers 100% Gender TiCC Teacher survey Tool required All stages
3.9 Percentage of teachers and other education personnel benefiting from professional development according to assessed needs Number of teachers and other education personnel benefiting from professional development according to assessed needs Number of teachers 100% Gender New Program administrative data Tool required All stages
3.10 Degree of teacher professional development recognition and/or certification Number of teachers whose TPD is recognized or certified Number of teachers 100% Gender New Program documentation Tool required All stages
Instruction & Learning Processes (T&L Std 3)

Instruction and learning processes are learner-centred, participatory and inclusive.
3.11 Percentage of teachers whose training included methods for how to engage all students equally and in a participatory way Number of teachers whose training included methods in how to engage all students equally and in participatory way Number of teachers 100% Gender New Teacher survey Tool required All stages
3.12 Appropriateness of teaching methods to the age, developmental level, language, culture, capacities, and needs of learners Scale 1-5 (1 = low, 5 = high) 5 NA New Classroom observation World Bank's open-source classroom observation tool Teach All stages
3.13 Percentage of teachers who use structures or routines to manage classroom interactions more effectively Number of teachers who demonsrate effective use of structures or routines for managing classroom interactions Number of teachers 100% Gender New Classroom observation World Bank's open-source classroom observation tool Teach All stages
3.14 Frequency of parental engagement in communications that inform them of learning content and teaching methods Number of parent-teacher engagement sessions Per year To be defined by program NA New program documentation No tool required; INEE MS and indicator definitions sufficient All stages
Assessment of Learning Outcomes (T&L Std 4)

Appropriate methods are used to evaluate and validate learning outcomes.
3.15 Percentage of teachers capable of assessing learning progress Number of teachers who are trained in and use continuous student formative learning assessments Number of teachers 100% Gender New Classroom observation World Bank's open-source classroom observation tool Teach All stages
3.16 Degree of use of accreditation, certification, and recognition Measures whether students' learning achievements are formally recognized through accreditation, certification, or some other form of recognition. This is particularly relevant when completing levels, such as primary or secondary Scale 1-5 (1 = low, 5 = high) 5 NA New Program documentation No tool required; INEE MS and indicator definitions sufficient All stages
3.17 Learning assessments are available in first languages Number of languages available for assessments Number of first languages 100% NA New program documentation No tool required; INEE MS and indicator definitions sufficient All stages