Standard 4: Assessment of Learning Outcomes

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.