The table below provides a systematic overview of key features of international and regional learning assessments.
| Filter by name | Purpose | Target population | Sampling approach | Reporting |
|---|---|---|---|---|
ASERDownload PDF |
To obtain reliable estimates of the status of children’s schooling and basic learning in reading and mathematics at the district level; and to measure the change in these basic learning and school statistics over time. | Children living in rural areas in India, ages 3-16 for enrolment and background information, ages 5-16 for assessment. |
Two-stage sampling. Stage 1: Panel of 30 villages per rural district is replenished each year (10 new villages selected with PPS[1], 10 villages selected two years before are removed). Stage 2: 20 households sampled from each village on-site by test administrator. All children in target population in sampled households assessed.[1] PPS = Probability Proportional to Size |
Results are reported at the national and state levels. Comparisons of results across states are also provided. Achievement reported as percentages of children successfully completing each task. |
EGMAPDF not available |
Assess children’s acquisition of basic mathematics skills in developing countries. | Students in Grades 1–3. |
Typically three-stage sampling, such as: Stage 1: Regions or zones selected. Stage 2: Schools selected from sampled regions/zones. Stage 3: Students selected from sampled schools. Sample size varies. |
Instruments and results documented by implementing countries. Achievement levels typically reported for each sub-task with mean percentages of correct answers, mean numbers of correct answers per minute, or percentages of children scoring zero. |
EGRADownload PDF |
To assess children’s acquisition of basic literacy skills in developing countries. |
Students in Grades 1–3. |
Typically three-stage sampling, such as: Stage 1: Schools selected. Stage 2: Classes selected from sampled schools. Stage 3: Students selected from sampled classes. Sample size varies. |
Instruments and results documented by implementing countries. Achievement levels typically reported with mean scores for each sub-task, percentage of children scoring zero, or percentage of children achieving benchmarks. |
LLECEDownload PDF |
To provide information about the quality of education in Latin America and guide decision-making in public education policies. |
Students in Grade 3 (reading, math and writing). Students in Grade 6 (the above three subjects plus science). |
A representative sample of students is tested in each country.
Two-stage stratified sampling to obtain representative sample. Stage 1: Schools sampled with PPS within two strata (school location and type) Stage 2: One intact class per grade randomly selected from each sampled school. |
Regional reports comparing countries performance using a single scale. Countries are compared by their overall performance and the percentage of students located in each of the performance levels defined for each grade and subject. |
PASECPDF not available |
To inform member countries of the French-speaking community about the evolution of their education systems, to provide stimulation on topics of common interest and reforms, and to facilitate dialogue between ministers and experts to support policy development in education. | Students in Grades 2 and 5. |
Two -stage stratified sampling to obtain a representative sample. Stage 1: Schools sampled with PPS within defined strata (administrative division and school type). Stage 2: 15–20 students selected randomly from one Grade 2 class and one Grade 5 class (if there is more than one Grade 2 class or Grade 5 class, then one class is sampled randomly prior to sampling students. |
Within-country and cross-country analyses of results are documented. Results are reported in two ways – a mean score and as a percentage of students who fall within defined three levels. |
PISAPDF not available |
To provide empirical information on how well education systems are preparing students near the end of compulsory schooling to enter adult life. |
15 year-old students studying at Grade 7 or higher. |
Two-stage stratified sampling to obtain representative sample. Stage 1: Schools sampled with PPS within country-defined strata. Stage 2: Eligible students randomly selected within schools. |
Results reported on a continuous proficiency scale for each domain. Each scale is divided in proficiency levels describing what students typically know and can do. Trends in achievement also reported. Background data linked with average countries performance. Based on PISA results, recommendations for education policy are provided. |
SACMEQDownload PDF |
To assess the conditions of schooling and performance levels of learners and teachers in literacy and numeracy in Southern and Eastern Africa. | Students in Grade 6. |
Two-stage stratified sampling to obtain representative sample. Stage 1: Schools sampled with PPS within country-defined strata. Stage 2: Students randomly selected from each school on-site by test administrator. The minimum number of students per selected school is 25. |
Within-country and cross-country analyses of results are documented. Achievement levels are reported using a single scale and defined levels of competency. |
TIMSSPDF not available |
To collect data to assist participants to make informed choices about improving mathematics and science teaching and learning. |
Students in Grades 4 and 8. |
Two-stage stratified sampling to obtain representative sample. Stage 1: Schools sampled with PPS. Stage 2: One or more intact classes selected from each sampled school. Typical sample size 150 schools, approx 4000 students per target population. |
Results reported as means and distributions of achievement. Trends in achievement, cohort comparisons, achievement differences by gender and trends in achievement differences by gender also reported. Results reported against benchmarks for different achievement levels. Background data linked with average achievement scores. |
UWEZODownload PDF |
To contribute to the improvement of education quality in Kenya, Tanzania, and Uganda by measuring the basic literacy and numeracy competencies of school age children. |
Children from 6–16 years old. |
Three-stage sampling Stage 1: Random sample of districts is selected. Stage 2: Villages selected with PPS from sampled districts. Stage 3: 30 households selected from each sampled village. All children in the target population are tested. |
Within countries, national results are reported as the percentage of children reaching each competency level, corresponding to the tasks assessed by each country. The regional report compares countries performance based on a “pass” rate. Children are considered to have “passed” the test if they are able to successfully complete all the tasks they were asked to perform. |
[1] PPS = Probability Proportional to Size
Note: In some assessments, some of the key features have changed over time since the first implementation (for example, measurement objectives or target population). The information presented in this summary table is based on the latest cycle of the assessment administration. For more details, please refer to the PDF pamphlet of each assessment.
