The Role of International Large-Scale Assessments (ILSAs) in Economically Developing Countries

Syeda Kashfee Ahmed; Michelle Belisle; Elizabeth Cassity; Tim Friedman; Petra Lietz; Jeaniene Spink

The Role of International Large-Scale Assessments (ILSAs) in Economically Developing Countries

Syeda Kashfee Ahmed, Michelle Belisle, Elizabeth Cassity, Tim Friedman, Petra Lietz, Jeaniene Spink

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Increasingly, economically developing countries are using large-scale assessments (LSAs) frequently to monitor progress toward the sustainable development goals for the 2030 education agenda. In this chapter, the two regional assessment programs, namely the Pacific Island Literacy and Numeracy Assessment (PILNA) and the South East Asia Primary Learning Metric (SEA-PLM), are discussed in terms of the key factors that contribute toward uptake of evidence from LSAs in the education policy-making cycle. The objective is to understand the applicability and usefulness of LSAs in these contexts.

Original language	English
Title of host publication	International handbook of comparative large-scale studies in education: Perspectives, methods and findings
Publication status	Published - 2022

Keywords

Large scale assessment
Economic development
Developing countries
Monitoring (Assessment)
Regional programs
Primary education
Policy formation

Disciplines

Educational Assessment, Evaluation, and Research
International and Comparative Education
Elementary Education

Access to Document

https://doi.org/10.1007/978-3-030-38298-8_7-1

Cite this

@inbook{2780f81b8955488a95b507cb022580b6,

title = "The Role of International Large-Scale Assessments (ILSAs) in Economically Developing Countries",

abstract = " Increasingly, economically developing countries are using large-scale assessments (LSAs) frequently to monitor progress toward the sustainable development goals for the 2030 education agenda. In this chapter, the two regional assessment programs, namely the Pacific Island Literacy and Numeracy Assessment (PILNA) and the South East Asia Primary Learning Metric (SEA-PLM), are discussed in terms of the key factors that contribute toward uptake of evidence from LSAs in the education policy-making cycle. The objective is to understand the applicability and usefulness of LSAs in these contexts.",

keywords = "Large scale assessment, Economic development, Developing countries, Monitoring (Assessment), Regional programs, Primary education, Policy formation",

author = "Ahmed, {Syeda Kashfee} and Michelle Belisle and Elizabeth Cassity and Tim Friedman and Petra Lietz and Jeaniene Spink",

note = "Australian Council for Educational Research (ACER), Adelaide, Australia Syeda Kashfee Ahmed Education Quality and Assessment Programme (EQAP), Secretariat of the Pacific Community (SPC), Suva, Fiji Michelle Belisle Australian Council for Educational Research (ACER), Sydney, Australia Elizabeth Cassity Australian Council for Educational Research (ACER), Melbourne, Australia Tim Friedman Jeaniene Spink EMR, Australian Council for Educational Research (ACER), Hamburg, Germany Petra Lietz Correspondence to Syeda Kashfee Ahmed .",

year = "2022",

language = "English",

booktitle = "International handbook of comparative large-scale studies in education: Perspectives, methods and findings",

}

TY - CHAP

T1 - The Role of International Large-Scale Assessments (ILSAs) in Economically Developing Countries

AU - Ahmed, Syeda Kashfee

AU - Belisle, Michelle

AU - Cassity, Elizabeth

AU - Friedman, Tim

AU - Lietz, Petra

AU - Spink, Jeaniene

N1 - Australian Council for Educational Research (ACER), Adelaide, Australia Syeda Kashfee Ahmed Education Quality and Assessment Programme (EQAP), Secretariat of the Pacific Community (SPC), Suva, Fiji Michelle Belisle Australian Council for Educational Research (ACER), Sydney, Australia Elizabeth Cassity Australian Council for Educational Research (ACER), Melbourne, Australia Tim Friedman Jeaniene Spink EMR, Australian Council for Educational Research (ACER), Hamburg, Germany Petra Lietz Correspondence to Syeda Kashfee Ahmed .

PY - 2022

Y1 - 2022

N2 - Increasingly, economically developing countries are using large-scale assessments (LSAs) frequently to monitor progress toward the sustainable development goals for the 2030 education agenda. In this chapter, the two regional assessment programs, namely the Pacific Island Literacy and Numeracy Assessment (PILNA) and the South East Asia Primary Learning Metric (SEA-PLM), are discussed in terms of the key factors that contribute toward uptake of evidence from LSAs in the education policy-making cycle. The objective is to understand the applicability and usefulness of LSAs in these contexts.

AB - Increasingly, economically developing countries are using large-scale assessments (LSAs) frequently to monitor progress toward the sustainable development goals for the 2030 education agenda. In this chapter, the two regional assessment programs, namely the Pacific Island Literacy and Numeracy Assessment (PILNA) and the South East Asia Primary Learning Metric (SEA-PLM), are discussed in terms of the key factors that contribute toward uptake of evidence from LSAs in the education policy-making cycle. The objective is to understand the applicability and usefulness of LSAs in these contexts.

KW - Large scale assessment

KW - Economic development

KW - Developing countries

KW - Monitoring (Assessment)

KW - Regional programs

KW - Primary education

KW - Policy formation

M3 - Chapter

BT - International handbook of comparative large-scale studies in education: Perspectives, methods and findings

ER -