For the first time, Kyrgyzstan introduces electronic assessment for school children
Within four days, 1,344 school children started participating in an electronic assessment of their reading literacy, introduced by the Ministry of Education and Science with support of USAID and UNICEF.
BISHKEK/KADAMJAY, 30 January 2020 – 1,344 children of grade four in Osh, Batken, Jalal-Abad oblasts - studying in Kyrgyz, Uzbek, Russian and Tajik languages - participated in a computer-based assessment to measure their progress in reading literacy. The assessment results will help teachers to identify children with special education needs, including those with disabilities and language barriers.
The National Testing Center will also use the assessment in target schools to obtain reliable and accurate information on the actual reading literacy of students with automatized results report. This assessment is piloted in 48 schools and 10 pre-primary schools within “The Learning Better Together” initiative of the Ministry of Education and Science, with support of USAID and UNICEF.
The assessment will be integrated in the national Education Management Information System to explore the in-depth, comprehensive analysis of learning outcomes across the country, regions and per school. Through this initiative, the Ministry of Education and Science will be able to better understand the learning challenges of children, analyze the capacity development needs of teachers and make an informed decision on what should be improved. The assessment tools are developed based on national educational standards in reading and are similar to those used at the international level like Programme for International Student Assessment (PISA).
“Quality education needs an appropriate monitoring system to identify weaknesses in teaching and learning. By assessing children’s progress in learning, we can ensure that gaps are addressed in a timely manner and that adequate support is provided where required”, said Christine Jaulmes, UNICEF Representative in Kyrgyzstan.
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