This study examines key trends and characteristics of national learning assessments (NLAs), which
have been conducted with increasing frequency worldwide since the 1990s. Generally, national
assessments constitute a ‘low stakes’ examination whose purpose is to evaluate student learning
outcomes on the basis of criteria and expectations set by national education authorities. Unlike
international assessments the results of NLAs are not comparative. This paper provides an overview
of NLAs by describing the curricular subject areas and grade levels assessed, and how these have
changed over time and varied across regions. In addition, it presents results from select national
learning assessments to illustrate issues pertaining to changes in learning outcomes over time and
ways country-level disparities in student achievement can be compared. The paper calls on
international agencies, donors and civil society to consider ways to strengthen the capacities of
national authorities and/or citizens to conduct, improve and, most importantly, utilize national
learning assessments to ensure the provision of good quality education and effective teaching.