Assessment of Learning for Improving Learning Outcomes
- Learning in a rapidly changing world The world in which we live, characterized by the rapidity of its changes and the intensity of its interconnectedness and interdependence, poses new challenges and offers new opportunities for the pursuit of sustainable social and human development. In these processes, learning occupies a central place. Learning is both the process of acquiring or developing knowledge, skills and attitudes, with an underlying value base, and the result of that process. Although learning can be deliberate, purposeful, organized and purposeful, it is also often much less institutionalized and can take place in various activities of daily life, in the workplace or in non-formal education programs, in the workplace, local community or in the form of self-taught, family or social learning.
- An integrated approach to learning within its humanistic tradition, UNESCO advocates an integrated approach to lifelong learning: learning that is relevant to the different dimensions of personal and collective human development. It is a holistic approach that seeks to balance and integrate the various purposes of education: social, economic, cultural, ethical, environmental, spiritual, political or otherwise. This integrated approach is clearly reflected in the four pillars of learning – learning to know, to do, to be and to live together – and is undoubtedly even more relevant to sustainable human and social development in the rapidly changing world in which we live. Proof of this is the growing interest in areas such as intercultural learning, media literacy in the digital environment and education for global citizenship.
- A renewed interest in achieving equitable and quality learning for all by 2030 The Education 2030 agenda has refocused attention on learning, as reflected in Sustainable Development Goal 4, which consists of “Ensuring inclusive education and equitable quality and promote lifelong learning opportunities for all ”2. Achieving this objective implies the effective acquisition of basic and transferable competences as the foundation of lifelong learning and also implies focusing on the relevance of learning: both for the world of work and for personal, civic and social life. This last issue has repercussions in areas that are decisive for improving learning processes and their results, such as education, training and professional development of teachers, curriculum development and the design of teaching and learning materials, as well as assessment of learning.
- Assessment of learning to enable learning Assessment of learning is part of the assessment and monitoring of education in general, and refers to a wide range of methods and tools that are used to assess, measure and document results and outcomes learning progress. Learning assessment is gathering information from multiple sources about what students know and what they can do with what they have learned. This assessment also provides information on the processes and contexts that make learning possible, and on those that may hinder it. Learning assessment can address the needs of various actors, from students and their families to teachers and administrators of schools, through policy and decision makers, donors and society as a whole. In general, evaluation serves at least one of the following purposes: „„ To certify and validate learning: in the field of the education system, the final or general evaluation (in which the learning outcomes themselves are evaluated) is used to certify or to select the student body for access to a certain academic or age level, to a higher educational level, to training or to employment
- Assessment of learning to enable learning Assessment of learning is part of the assessment and monitoring of education in general, and refers to a wide range of methods and tools that are used to assess, measure and document results and outcomes learning progress. Learning assessment is gathering information from multiple sources about what students know and what they can do with what they have learned. This assessment also provides information on the processes and contexts that make learning possible, and on those that may hinder it. Learning assessment can address the needs of various actors, from students and their families to teachers and administrators of schools, through policy and decision makers, donors and society as a whole. In general, evaluation serves at least one of the following purposes: „„ To certify and validate learning: in the field of the education system, the final or general evaluation (in which the learning outcomes themselves are evaluated) is used to certify or to select students for access to a certain academic or age level, higher educational level, training or employment. Provide an evidence base for policy formulation: evaluation provides empirical data for monitoring, policy formulation, and planning and program design. Accountability for results: Evaluation improves accountability, transparency and good governance in relation to various stakeholders (families, communities, teachers, ministries, employers, civil society groups and donors).Shaping teaching and learning practices: from a pedagogical point of view logically, assessment helps shape teaching and learning practices. This assessment, which is also often described as an assessment for learning, generally focuses on the use of formative assessment strategies. It also helps students to determine their strengths and areas for improvement, and motivates them to learn sustainably, for example through self-assessment or through assessment as learning. Therefore, assessment of learning is not a end in itself. Regardless of its purpose, scope, object or nature, its ultimate objective is to improve equity and learning for learners, communities and society.
- UNESCO’s network for learning assessment A multi-sector network, specialized institutes and UNESCO regional and national offices supports Member States in areas that are critical to improving learning processes and their outcomes, such as plans studies, pedagogy, teacher training and evaluation systems. The activities of this network cover a variety of assessment-related issues and concern students of all ages and a wide range of settings, both in formal and non-formal settings. The various forms of support and the types of activities provided offered in relation to learning assessment correspond to the core functions of UNESCO – normative work, capacity development, knowledge sharing and cooperation – and are listed below: Support for direct assessment of learning outcomes Knowledge sharing and networking for planning, design and use of learning assessments.
- There should be Spaces for dialogue and open debate to determine and meet the needs of the countries in terms of improving the quality of their educational systems and strengthening individual and institutional capacities through training and specific technical assistance for Consolidation and standardization of existing data to monitor progress at the national, regional and global levels. There should be at scale Research to contribute to the formulation of policies and strategies to improve learning and equity. Through coordinated initiatives, the network contributes to strengthen coherence and cooperation at the national, regional and international levels and support Member States to translate the commitments of the Education 2030 agenda into strategies to improve equity and learning outcomes for all.
