Lorena Chiran is Policy and Advocacy Advisor at the International Parliamentary Network for Education (IPNEd)
To accelerate progress on learning, national learning assessments on reading and math should be designed to provide regular, reliable and relevant data on learning outcomes. Assessments should be able to measure learning, track progress regularly over time starting early in school in a way that truly reflects where students are in terms of their learning.
Understanding whether and how much children are learning in the early grades informs effective government policies and programs on improving learning and enables policymakers to provide appropriate education support to ensure all children are learning. Without data on learning, governments have little to rely on for how to effectively leverage their increasingly limited resources to make the most significant impact on student learning. Read more.