ERO piloted AMPL testlets and standards in 37 schools across 12 districts, with the main test administration planned for March 2027. Reliable evidence on children’s reading and mathematics skills helps countries understand where learning support is needed.
The pilot provides an opportunity to test the application of AMPL assessment standards in classrooms and refine preparations for the main administration. It is also helping partners explore how AMPL can be linked to Nepal’s Grade 3 National Assessment. This could enable Nepal to produce internationally comparable data for SDG indicator 4.1.1 through its national assessment, without administering AMPL separately in future cycles.
From preparation to classroom practice
During a field mission, representatives of UIS, ERO and UNESCO Kathmandu, together with the agency supporting implementation, observed the pilot in two schools near Kathmandu: one public and one private. The public school predominantly served children from the Tamang community, while the private school had a more diverse student population.
The visits examined how AMPL assessment standards were applied in practice, from identifying sampled students and explaining instructions to managing assessment materials and following the prescribed timing for the reading and mathematics assessments. Observers also checked whether audio equipment functioned properly, recordings were clear and students understood the instructions.
Observations from the two schools provided encouraging indications about the implementation process. ERO and World Bank colleagues reported similar observations from schools visited elsewhere in Nepal. These observations, however, do not constitute findings for the pilot as a whole or evidence of students’ learning outcomes.
Using the pilot to improve the main assessment
The visits identified practical issues to address before the main administration. Of the 50 students selected across the two schools, 44 participated. This highlights the importance of clear, flexible procedures for managing absenteeism while maintaining sampling standards and the reliability of the assessment.
A further priority is to coordinate AMPL implementation with Nepal’s Grade 3 National Assessment. The proposed approach would involve the same students taking both assessments, providing a basis for linking the results. Careful planning will be needed to keep participation manageable for children and schools.
The next phase will focus on finalizing the sampling approach, including coverage of public and private schools and the requirements for producing national and provincial estimates. This work will inform the assessment schedule and the resources needed for implementation.
read more: https://www.uis.unesco.org/en/news/nepal-prepares-strengthen-evidence-foundational-learning
