A portion of the global work program was dedicated to reviews and research on key topics and issues in the area of student assessment. As part of this work stream, the World Bank Education Note, “Measuring Learning – How Effective Student Assessment Systems Can Help Achieve Learning for All,” and the READ Working Paper, “Review…
Beginning in 2009, and with the ongoing support of the READ Trust Fund, the World Bank and the Governing Board of OECD’s PISA have been working together to find ways to adapt the PISA tests so that low-income countries can more readily benefit from them. As a result of this collaboration, a new reading component…
The READ Trust Fund supported the publication of a five-volume series on key concepts in national assessments of student achievement levels. This series introduces key concepts in national assessments of student achievement levels, from policy issues to address when designing and carrying out assessments through test development, sampling, data cleaning, statistics, report writing, and the…
To help build the evidence base on ways to make PISA more relevant for a wider range of countries, READ support was used to commission two background reports. The first of these, “The Experiences of Middle-Income Countries Participating in PISA, 2000-2015” provides a systematic review of the experiences of 40 middle-income countries that have participated…
Due to technology and other advances, 21st century labor market requirements have shifted from needing workers with educational qualifications for “life-time” jobs to needing workers with strong cognitive and socio-emotional skills who are able to develop the skills needed to do specific jobs that are constantly changing. In 2010, the World Bank launched the STEP…
In 2011, READ Trust Fund support was used to initiate background work for possible SABER domain on learning standards. The work was put out for competitive bid and ultimately awarded to the American Institutes for Research (AIR). Similar to the work carried out on SABER-Student Assessment, the aim was to develop an evidence-based framework and…