What Language Are We Really Measuring?
How household assessment data are changing our understanding of language and learning
Are Countries Really Being Compared Fairly?
Why comparability is something to investigate — not something to assume
What Do Average Scores Hide?
Why understanding children's learning means looking beyond headline indicators
From Assessment Data to Better Evidence
Why learning assessment data should be treated as long-term public assets
Open Data Don't Just Increase Transparency - They Improve the Science
Launching a new AFLEARN Insights series on what open assessment data make possible
When the Music Changes: Reflections on Teaching Policy Impact in Cape Town
What if the hardest part of research isn't the analysis but getting decision-makers to act on it?
IRT analysis – a valuable tool, but only when appropriately applied
It is probably true to say that fewer than 1% of teachers have even a basic understanding of item response theory (IRT), yet this statistical theory is widely used to monitor the quality of schooling.
A New Era for Foundational Learning Data in Africa
Foundational learning outcomes across Africa remain far too low. Too many children leave school unable to read a simple sentence or solve a basic math problem.
How South Africa built its reading benchmarks—a story of evidence, collaboration and adaptation
What does it really take for a child to understand what they read—in isiZulu, in Sepedi, or in Afrikaans? Why Reading Benchmarks are a Game-Changer for South African Learners.
Are Textbooks Really a Bad Buy?
In its 2023 report, the Global Education Evidence Advisory Panel (GEEAP) classified textbooks as a “bad buy”; however, the real story sits in the fine print.
My First ADEA Triennale: Reflections from Accra
Learning, leadership, and a missed fugu
Building Sustainable Assessment Systems for Improved Learning in Africa
Millions of children in Africa are unable to acquire age-appropriate skills in reading and mathematics, especially in their early years.
Using the data we have: Tracking Foundational Learning for Better Advocacy and Action
In a continent where many children complete primary school without acquiring basic literacy and numeracy skills, effective tracking of foundational learning continues to be an urgent necessity.