There is a documented global rise in the number of countries undertaking national learning assessments, as well as international and regional learning assessments. Much of this growth, especially in national learning assessments, has occurred in economically developing countries. Little is known, however, on how these assessments affect education policy and practice in developing countries. This review examined the impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries. This particular focus on policies regarding resources and teaching and learning practices stemmed from an observation that, particularly in economically developing countries, analyses of data from such assessments are used to make policy recommendations in those areas.
This research was funded by the Australian Agency for International Development (AusAID). The research was commissioned as part of a joint call for systematic reviews with the United Kingdom Department for International Development (DFID) and the International Initiative for Impact Evaluation (3ie). The authors are part of ACER and were supported by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre). The EPPI-Centre reference number for this report is 2104.
Authored by Maura Best, Pat Knight, Petra Lietz, Craig Lockwood, Dita Nugroho, and Mollie Tobin.