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Centre for Global Education Monitoring

The table below provides a systematic overview of key features of international and regional learning assessments.

Filter by name Purposes Target population
ASER

 

(Annual Status of Education Report)

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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.

EGMA

 

(Early Grade Mathematics Assessment)

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To assess the acquisition of basic mathematics skills in students in developing countries.

Specifically, EGMA can: inform educational policies; highlight the impact of curricular reforms or programs; and evaluate instructional practices or interventions.

Students in Grades 1–3. 
EGRA

 

(Early Grade Reading Assessment)

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To assess children’s acquisition of basic literacy skills in developing countries. In addition to system-level monitoring, EGRA can guide the content of an instructional programme and help evaluate programmes.

Students in Grades 1–3. 

ICCS

(International Civic and Citizenship Education Study)

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To assess young people's preparedness as adult citizens.

The ICCS was first implemented in 2009 with a follow-up cycle in 2016 and one in progress for 2022.

ICCS built on the previous IEA studies of civic education, namely the Civic Education Study in 1971 and the CIVED study in 1999.

Civic knowledge, beliefs and attitudes, in the context of social media, sustainable development and changing paterns of democratic and civic engagement.

Organization and content of civic and citizenship education in the curriculum.

Contextual information is collected from students, teachers, school principals and parents.

Eighth year of school

 

Two-stage stratified sampling to obtain representative sample.


Stage 1: Schools sampled with PPS with option of stratification.

Stage 2: One intact class per grade randomly selected from each sampled school.

In schools.

Student questionnaires in print format.

Teacher questionnaires print or computer-based.

Irregular frequency.

Results are reported for each participating country in terms of means and distributions of student achievement. A four-level scale was used providing numerical proficiency scores and detailed proficiency descriptions.

Reports include separate chapters focused on school contexts and student characteristics.

Results are reported in international and regional reports.

Reports, data and more information can be downloaded from the project webpage via the IEA: https://www.iea.nl/studies/iea/iccs

 

ICILS

(International Computer and Information Literacy Study)

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To assess preparedness for study, work and life in the digital age.

 

The first cycle of ICILS was in 2013, with 21 education systems participating. This was then followed up in 2018 with 14 education system (12 countries and two benchmarking entities).

ICILS builds on previous studies on computer literacy conducted by the IEA.

Computer literacy.

Information literacy.

Contextual information is collected from students, teachers, school principals and parents.

Eighth year of school

 

Two-stage stratified sampling to obtain representative sample.

Stage 1: Schools sampled with PPS.

Stage 2: A systematic simple random sampling approach: (a) students enrolled in the target grade within participating schools, and (b) teachers teaching the target grade within participating schools.

Student assessment is computer-based.

Teachers' assessment is online or paper-based.

Results are reported for each participating country in terms of means and distributions of student achievement. A four-level scale was used providing numerical proficiency scores and detailed proficiency descriptions.

Reports include separate chapters focused on contexts and student characteristics.

Results are reported in international and regional reports.

Reports, data and more information can be downloaded from the project webpage via the IEA: https://www.iea.nl/studies/iea/icils

 

 

IELS

(International Early Learning and Child Well-Being Study)

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To identify key factors that drive or hinder the development of early learning.

Initiated in 2016 by the OECD. The first cycle was in 2018, with an intention for future cycles.

Emergent literacy and numeracy.

Self-regulation.

Social and emotional skills.

Children aged between 5 and 6 years old.

Two-stage design. Centres/schools as primary sampling units and children as secondary sampling units. Centres/schools are selected with systematic random sampling and probabilities proportional to size. Within all sampled centres/schools, at least 15 children are sampled.

Child assessment is tablet-based.

Questionnaires are online or paper-based.

Results are reported for each participating country in terms of means, percentages above and below average, distributions and proficiency levels. Associations of the results between the learning domains are investigated.

Relationship between contextual factors and child development are investigated.

Results are reported in national reports and an international report.

Reports and more information is available via the OECD: http://www.oecd.org/education/school/early-learning-and-child-well-being-study/

 

LLECE

(The Latin-American Laboratory for  Assessment of the Quality of Education)

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To provide information about the quality of education in Latin America and guide decision-making in public education policies. 

Students in Grade 3 (reading, maths and writing).

Students in Grade 6 (the above three subjects plus science).

PASEC

(Programme for the Analysis of Education Systems)

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. 

Inform more efficient and equitable education systems, including deriving a hierarchy of potential educational interventions.

Students in early (Grade 2) and late (Grade 6) primary school.

PILNA

(Pacific Islands Literacy and Numeracy Assessment)

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To support the improvement of education outcomes of students in the Pacific Islands. Students who have completed  approximately 4 and 6 years  of formal  schooling.

PIRLS

(Progress in International Reading Literacy Study)

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To assesses the reading achievement of young students.

‘PIRLS Literacy’ is a similar but a simpler version of the assessment for developing countries.
Students in their fourth year of schooling.

PISA

(Programme for International Student Assessment)

PISA – D (for developing countries)

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.

SACMEQ

(Southern and Eastern Africa Consortium for Monitoring Educational Quality)

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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. 

TIMSS
 

(Trends in International Mathematics and Science Study)

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To collect data to assist participants to make informed choices about improving mathematics and science teaching and learning.

TIMSS Numeracy is a simpler version of the assessment for developing countries.

Students in Grades 4 and 8.

Advanced module 11 or 12.

TIMSS numeracy 4, 5, 6.

UWEZO
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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.

 

[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 about each assessment.

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