Standard 4: Assessment of Learning Outcomes
Appropriate methods are used to evaluate and validate learning outcomes.
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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:
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.
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.
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.
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.
Indicators
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 |