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UNESCO Webinar: Large-scale Learning Assessment in the Context of COVID-19

Given the impossibility of implementing large-scale assessments due to non-face-to-face classes during 2020, national assessment systems have had to be readapted to the context of COVID-19 and the needs of different educational actors. There is a strong demand for adequate instruments for the timely diagnosis of student learning in order to impact pedagogical strategies.

With this need in mind, UNESCO, through its Latin-American Laboratory for the Assessment of the Quality of Education, is organising a webinar on Thursday 18 March with the aim of exchanging ideas and experiences from countries in the region on this new scenario.  

The meeting will place special emphasis on the experiences of educational evaluation implemented during the context of the health emergency due to COVID-19, with its tensions and challenges. The webinar will also present the state of some national evaluation systems in the region and the evaluations that have been developed in this context, and will consider how the new requirements and the restriction of presence in schools have forced a rethinking of educational policies and practices.

In addition, there will be a discussion on the evaluation of education systems, the variations and innovations that have occurred recently, such as the design of relevant instruments, the production of valuable and timely information, and the contribution to the improvement of the pedagogical process.  

In addition, there will be space to reflect on how knowledge about new forms of assessment can contribute to the planning of the current school year, still in pandemic, and with limitations for the implementation of the usual large-scale learning assessment operations.

The event is also expected to raise the challenges that these transformations have entailed and those that lie ahead. UNESCO's intention with this event is to contribute to the reflection on the meaning of assessment systems, their challenges and the benefits they can bring in the coming years, so that they are not only conceived as actions developed in an exceptional context, but are of help for the development of relevant assessment systems that contribute to educational improvement.

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