NEQMAP Thematic Review

NEQMAP Thematic Review

Equitable Learning Assessments for Students with Disabilities (NEQMAP Thematic Review)

Equitable Learning Assessments for Students with Disabilities (NEQMAP Thermatic Review)
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In 2019, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) conducted thematic reviews to promote inclusion and equity through quality learning assessments. In part, to reinforce the notion that education contributes to building more inclusiveness and equity in society, and also to ensure that learning assessments are inclusive, and truly measure learning outcomes of all. This thematic review provides an overview of the existing inclusive education policies and practices in the region and specifically focuses on learning assessment of children with disabilities at the school level. By examining extant literature, it discusses key areas that influence the participation of children with disabilities in learning assessments and provides region-specific cases to elaborate on the challenges faced by education systems in assessing learners with disabilities. The review suggests that countries need to focus on integrating children in mainstream education, strengthening teacher education and permitting disability-specific accommodations to ensure assessment accessibility to children with disabilities.

Removing Language Barriers in Learning Assessments (NEQMAP Thematic Review)

Removing Language Barriers in Learning Assessments (NEQMAP Thermatic Review)
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In 2019, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) conducted thematic reviews to promote inclusion and equity through quality learning assessments. In part, to reinforce the notion that education contributes to building more inclusiveness and equity in society, and also to ensure that learning assessments are inclusive, and truly measure learning outcomes of all.  This thematic review is framed within UNESCO’s commitment to quality education for all, and aims at addressing the following questions: 1) how to ensure educational assessment is equitable and fair for linguistically diverse students and 2) how learning assessments can be used as a tool to promote educational practices that directly address the need of linguistically diverse students. The findings indicate that embracing linguistically diverse students’ mother tongue in the learning assessment process is critical. This includes assessing students’ mother tongue language skills and proficiency, and considering students’ mother tongue language background when assessing skills in the dominant language. In addition, linguistically diverse students’ needs should also be considered in the instruction and assessment of academic subjects other than language and literacy.

Gender Equity, Equality and Learning Assessments (NEQMAP Thematic Review)

Gender Equity, Equality and Learning Assessments (NEQMAP Thermatic Review)
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In 2019, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) conducted thematic reviews to promote inclusion and equity through quality learning assessments. In part, to reinforce the notion that education contributes to building more inclusiveness and equity in society, and also to ensure that learning assessments are inclusive, and truly measure learning outcomes of all.  This thematic review provides an overview of the existing inclusive education policies and practices in the region and specifically focuses on how learning assessments interconnect and interact with issues of gender equity and equality. The findings indicate that while much has been undertaken to ensure gender equity and equality is mainstreamed into education policies and teaching practices, little research or examination has been undertaken as to what role learning assessments can or do have in terms of gender equity.

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