Message from the READ Trust Fund Program Managers

Dear Colleagues,

Welcome to the last READ 2 Trust Fund newsletter of 2018. In this newsletter, along with sharing the impressive results from each of the grant countries, we feature the very interesting and impactful work supported by the Cambodia READ 2 Trust Fund team. Also, in this newsletter we highlight an emerging theme – the intersection of learning assessment and educational technology – in the Spotlight article entitled “How can technology support teachers in designing and analyzing results from assessments for learning?” by Kumar Vivek and Pradyumna Bhattacharjee.

In the International Perspectives section of this newsletter, Marguerite Clarke’s article “Why PISA for Development is so important” explores the impact of PISA-D in light of the release of the PISA-D results of the seven countries that participated in the initial pilot. As you may recall, during the years 2013 and 2014, the READ 1 Trust Fund program financed a number of key activities to support PISA-D countries’ journey, including technical workshops to inform the design of the instruments, high-level reports on lessons learned from existing cross-national assessments, and capacity needs analyses and capacity building plans for the participating countries.

Finally, on December 17, 2018, the READ program Council meeting was held in Paris, France. The meeting brought together the READ Council and the three programs under READ (READ 2 Trust Fund, READ 2 RAS and CICED) to share the status of the READ 2 program activities, to receive feedback on the progress of the program and on the upcoming activities, and to discuss forward-looking priorities for the program beyond READ 2. The meeting was very successful, and the Council noted the satisfactory implementation progress of the READ 2 program.

The READ Trust Fund program has had an incredible year, and although we have achieved a lot in 2018, we are excited for the important work that lies ahead.

We wish you and your families a wonderful holiday season, and a very happy and healthy new year!

With best wishes,

Julia Liberman and Victoria Levin
READ 2 Trust Fund Program Managers

"Better assessment for better learning"

Feature Story

The Journey of Cambodia in Improving the Use of National Assessment Results

National large-scale assessments have been conducted in Cambodia since 2007, with wide-ranging support from World Bank projects and the activities funded by the Global Partnership for Education. These national assessments are administered by the Education Quality Assurance Department (EQAD) of the Ministry of Education, Youth and Sport (MoEYS) every three years to students in grades 3, 6 and 8… read more

READ Trust Fund Spotlight

READ 2 Trust Fund Country Updates
All of the eight READ 2 Trust Fund grant recipient countries continue implementing their project activities. Countries share their recent activities and achievements, as well as plans for the next three months... read more
International Perspectives by Marguerite Clarke: Why PISA for Development is so important
On December 11, 2018, the results for seven countries that participated in the PISA for Development (PISA-D) pilot were released... read more
How can technology support teachers in designing and analysing results from assessments for learning?
Large-scale assessments support evidence-based decision making and the development of human capital. However, these assessments of learning are only half of the story... read more

READ RAS Spotlight

READ 2 RAS Program Update
The READ 2 RAS Program continues supporting Russia in building the capacity of its experts and researchers in measuring and improving the quality of education. In October 2018, the READ 2 RAS Program supported the 7th Annual EAOKO Conference... read more


PASEC's contribution to measuring how much children are learning 
By Hilaire Hounkpodote
The regional learning assessment carried out in Francophone countries can help provide data for SDG indicator 4.1.1 on how much children in grades 2 and 3 are learning in math and reading... read more
What The Wire can teach us about psychometrics
By Alaka Holla, Ezequiel Molina, and Adelle Pushparatnam 
This blog uses the television series The Wire to show how  psychometrics can support appropriate use of measures and scores... read more
More Testing?
By Manos Antoninis and William C. Smith
This blog looks at the contrasting findings in the 2017/18 Global Education Monitoring (GEM) Report on Accountability and a recent study on whether or not more testing is good for education... read more
The Economic Case for Early Learning
By Harry Patrinos

It is important that the first few years of schooling result in learning, which can be measured by a child's ability to read and to comprehend what she reads... read more
Progress defining the new learning indicators for SDG 4
By Esther Care and Ramya Vivekanandan
This blog highlights the progression from development and refinement to implementation of the Sustainable Development Goal (SDG) 4 indicators... read more
Is Assessment Ready to Move Beyond Standardized Tests? These MIT Researchers Think So
By Emily Tate
Educators have invested in designing, experimenting with and implementing fun, engaging, and formative learning experiences for students. But assessments have not evolved at the same pace... read more
Introducing the PoP ASER
By Christopher Stanhill
Pencils of Promise (PoP), a non-profit organization, has explored using the Early Grade Reading Assessment (EGRA) and ASER to understand changes in student performance... read more

Read more Education for Global Development Blogs here.

General News Roundup and Resources

Learning Adjusted Years of Schooling
This paper proposes a new summary measure, Learning-Adjusted Years of Schooling that combines quantity and quality of schooling into a single easy-to-understand metric of progress... read more
PISA for Development: Results in Focus
The OECD launched the PISA-D initiative in 2014 as a one-off pilot project, spanning six years, aiming to make the PISA more accessible and relevant to low-to-middle-income countries. Around 37,000 students completed the school-based assessment, representing about one million 15-year-old students (in grade 7 or above) in the schools of the seven participating countries... read more
Innovations in Early Childhood Development Assessment
These presentations delivered at an RTI symposium explore new and innovative developmental assessment tools and approaches for children aged 0-8... read more
Equity in Education: Breaking down barriers to social mobility
This report shows that high performance and positive attitudes towards schooling among disadvantaged 15-year-old students are strong predictors of success in higher education and work later on... read more
Taking PISA Seriously: How Accurate are Low-Stakes Exams?
This paper provides a method to identify and account for non-serious behavior by leveraging information in computer-based assessments in PISA 2015... read more

Upcoming Conferences

Education World Forum
January 20-23, 2019     London, UK
March 4-7, 2019           Austin, TX, USA
March 17-20, 2019       Orlando, FL, USA
National Council on Measurement in Education (NCME) Annual Meeting 
April 4-8 2019               Toronto, Canada
American Educational Research Association (AERA) Annual Meeting 
April 5-9 2019               Toronto, Canada
Comparative and International Education Society (CIES) Annual Conference 
April 14-18, 2019          San Francisco, CA, USA
Copyright © 2018 World Bank Group
For more information about the READ Trust Fund Program, contact the READ team