Assessment-driven reform: Lessons from Uganda

Research has affirmed that assessment driven reform is precarious but possible (Elmore & Fuhrman, 2001). This combination of raising rigour using fewer and deeper standards that focus on higher order thinking (HOT) skills, when paired with a major emphasis on strengthening instructional quality to effectively teach those skills, appears to have been successful in many of the top performing and most-improved education systems
globally (Schleicher, 2018).

However, to what extent has this approach been successful in lower-income contexts like sub-Saharan Africa?

To find out more, click link http://lgihe.org/wp-content/uploads/2022/05/PB2-Assessment-Driven-Reform-and-Instructional-Quality-1.pdf