Evidence, SDG 4, Targets and Indicators: Summative assessments of systems vs. formative assessments of learners?

In 2015 the United Nations advanced 17 global goals for ‘sustainable development’, accompanied by 169 Targets and 304 Indicators. Goal 4 aims to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’, accompanied by 10 targets, and 43 indicators. This paper explores the technical and political challenges that face the creation of internationally comparable assessment evidence for Indicator 4.1.1 – the proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. It also questions whether the search for internationally comparable evidence of system-performance is the most effective way of improving learning. Drawing on the international literature on types of assessment and distinctions between summative vs. formative assessment, as well as a consideration of the unit of analysis (whole systems vs. the individual learner), it suggests that the intensive practice of class-based formative assessment deserves more attention if learning levels are to be improved.