Global education monitoring
Publication Date
1-20-2025
Subjects
minimum competencies, reading, mathematics, monitoring (assessment), educational quality, equity, large scale assessment, definitions, frameworks, international programs, primary secondary education
Abstract
Sustainable Development Goal (SDG) 4 aims to ensure that, by 2030, “all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.” The primary indicator 4.1.1 concerns the proficiency of girls and boys in two learning areas (reading and mathematics) at three stages of education: at the end of lower primary, at the end of primary, and at the end of lower secondary. Large-scale learning assessments are essential tools to capture data on learning outcomes and to provide system-level evidence on education quality and equity. In the context of SDG 4, it is important that these data can also be used to monitor countries’ progress with achieving this goal – by reporting on SDG indicator 4.1.1 – the proportion of learners achieving at least a minimum proficiency level (MPL) in reading and mathematics at three stages of education. While the number of countries implementing large-scale learning assessments has increased substantially over the past two decades, these vary substantially in the assessed target population, learning areas, domains and constructs. In light of this, the UNESCO Institute for Statistics is supporting Ministries of Education, assessment agencies and organisations, education donors, partners and other stakeholders to use various national, regional and international large-scale assessments to report against SDG indicator 4.1.1. The UIS has specified a set of 7 key reporting criteria, each containing a set of technical requirements that assessments must meet to be eligible to report against SDG 4.1.11. This document has been created to support the application of reporting criterion 1 – Alignment to the MPL and construct validity, by providing a clear definition of the MPLs and a blueprint for each educational stage – a) at the end of lower primary (Grades 2/3), b) at the end of primary, and c) at the end of lower secondary.
Recommended Citation
UNESCO Institute for Statistics and Australian Council for Educational Research (ACER), "SDG 4.1.1 Minimum Proficiency Levels. Definition and blueprint for assessment" (2025).
https://research.acer.edu.au/gem/26
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
Copyright UNESCO-UIS and ACER 2025
Place of Publication
Camberwell, Australia
Publisher
UNESCO Institute for Statistics and Australian Council for Educational Research
Language
English
ISBN
978-1-74286-782-3
DOI
https://doi.org/10.37517/978-1-74286-782-3
Included in
Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons
Comments
The following ACER researchers contributed to this document: Prue Anderson, Andrew Mannion, Ursula Schwantner, Maurice Walker, Colin Watson and Toby Simmer.