Exploring commonalities and differences in regional and international assessments

This paper aims to inform the debate on the possibilities and limitations of developing a global assessment strategy of Indicator 4.1.1, considering both the technical and political dimensions of cross-national assessments. In doing so, we compare different international, regional assessments, and foundational skills assessments of literacy and numeracy, provide the criteria to make comparison across assessments, address the comparability of all assessments analyzed, and identify the commonalities across assessments to explore the possibilities of linking assessments to measuring Indicator 4.1.1 and recommend strategies about process.