Learning assessments are a critical part of delivering quality learning experiences to children and adults, but finding the right assessment for a given context can be tricky and time consuming.
Many global initiatives have been created to facilitate greater awareness of the assessments that exist including Global Alliance to Measure Learning, UIS Database of Learning Assessments, and the World Bank ECD Measurement Inventory. Yet in our literacy community of practice, many literacy practitioners still spoke of the struggles of finding literacy assessments that could be adapted to their local language and culture, and that were affordable and practical for use in organizations of different sizes.
Recognizing the need to make information on literacy assessments more easily accessible, CEI partnered with Project Literacy and our community of literacy practitioners to launch the Global Literacy Assessment Dashboard (GLAD).
What is GLAD and who is it designed for?
GLAD is a crowd-sourced database of literacy assessments from around the world. GLAD’s purpose is to help literacy program staff, teachers, researchers, and other practitioners easily explore and identify the best literacy assessments for their unique context and the needs of those they serve.
Dynamic filters allow practitioners to quickly search for assessments by literacy skills, time, costs, age, language, and more. They receive a list of assessments matching their search criteria and, on the next page, they have the option to access more detail on each assessment, including links to the assessment, countries where the assessment has been used, evaluator requirements, implementer experiences, and equity guidelines.
Practitioners can not only browse literacy assessments but also contribute to the ever-growing collection. Help grow the database by adding a literacy assessment familiar to you.
The tools was designed and developed through extensive discussions and collaboration between literacy practitioners from various organizations and disciplines – including monitoring and evaluation experts, education donors, and assessment researchers – who desire to reduce the burden of finding and scoping literacy assessments.