Pacific islands literacy and numeracy assessment: collaboration and innovation in reporting and dissemination
[Using assessment data in education policy and practice: examples from the Asia Pacific, Issue 1]
This study identified several facilitators and barriers to the use of large-scale assessments in education policy. The three major facilitators included the degree to which assessments were integrated into policy processes, the effect of their exposure through the media and public opinion, and the quality of the assessment programs themselves.
This issue examines the Pacific Islands Literacy and Numeracy Assessment (PILNA), which has developed as a regional model designed to enable the negotiation of a high degree of consensus among the participating countries. Commitment to a collaborative approach pervades all aspects of PILNA, from governance, operation and development through to data sharing, reporting and dissemination of results. The efforts undertaken to reach consensus, enhanced transparency and public dissemination of results have stimulated countries in the region to investigate how data on student learning outcomes may be used and shared in a common endeavour to improve the standards of education in the Pacific Islands.
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Related publications from the same series:
- Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning [Using assessment data in education policy and practice: examples from the Asia Pacific, 4]
- The Southeast Asia Primary Learning Metrics Program: Thinking Globally in a Regional Context
- Integrating the findings from the National Assessment of Student Achievement into the policy process: An experience from Nepal [Using assessment data in education policy and practice: examples from the Asia Pacific, 2]
- Pacific islands literacy and numeracy assessment: collaboration and innovation in reporting and dissemination [Using assessment data in education policy and practice: examples from the Asia Pacific, Issue 1]
