The Pairwise Comparison Method for linking national assessments to global standards

Data on outcomes in the learning areas of reading and mathematics are central to monitoring and reporting countries’ progress towards achieving UNESCO’s Sustainable Development Goal indicator 4.1.1, by 2030. Such data is also essential to support countries on their assessment reform journey. Large-scale national learning assessments are widely recognised as a primary source for such data; however, they vary in method and scope, posing major challenges for global monitoring. Also, not all countries participate in international or regional assessment programs. Therefore, we have developed approaches to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. This paper will provide details of the Pairwise Comparison Method (PCM), which is an approach making use of comparative judgement to set global benchmarks on national learning assessments. The PCM approach makes use of the empirical Learning Progression Scales that we have developed in reading and mathematics on which the Minimum Proficiency Levels have been set during an International Standard Setting Exercise.