Bad Assessments Are Bad for Learning

High-stakes national assessments in developing countries tend to have important consequences for test takers. These assessments can determine a child’s future opportunities by deciding whether a child progresses to a higher grade or achieves a certain certification to enter the workforce. Because these assessments are important for both children and teachers, they have a strong influence on what actually happens inside the classroom, and as a result, on the learning outcomes of children.

What We Learned from Our RISE Baseline Diagnostic Exercise

A key part of the RISE agenda is to focus on getting to systems of basic education that are coherent around learning. All of the RISE country program research is focused on the system changes, not the evaluation of “pilots” or “field experiments” (one education minister recently complained, “All pilots fly, but at the end of the day we just have pilots and papers.”).

India: Massive Expansion in Schooling, Too Little Learning, Now What?

The Indian NGO Pratham pioneered the use of simple, face-to-face, out-of-school assessments of basic learning at a massive scale—their typical annual report covers more than 500,000 children. The ASER reports have tracked the levels and trends in learning (tragically, there has actually been learning retrogression) of children aged 5 to 14 in rural India since 2004.

Inequality of Knowledge Acquisition and Learning Assessments: Insights from the Data

The RISE Programme sees equity in education as fundamental. Key stakeholders in the international education community are re-focusing on learning and the equality (or inequality) of its distribution. The Sustainable Development Goals, more so than the Millennium Development Goals, put explicit emphasis on equity. The UK’s Department for International Development, the main sponsor of RISE, has also had a long-term interest in equity.