Although the Ministry of Education and Science supported the 2007 and 2009 NLSA activities, the results were not optimally disseminated to the different stakeholder groups and rarely used in decision-making. In 2014, CEATM’s analysis of the results included disaggregation by subject, languages of instruction (Kyrgyz, Russian, and Uzbek), gender, school location, and region. In addition,…
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…
SABER highlights key policy choices for government officials and decision makers. The SABER data collection and analysis in each domain are built around an analytical framework that highlights for policymakers and other actors the most important (and actionable) policy choices to spur learning. Each analytical framework is based on an in-depth survey of the most…