This document assesses academic performance and learning progress during the COVID-19 pandemic, which significantly disrupted traditional education and complicated student progress monitoring. Despite the pandemic, education stakeholders emphasized the importance of continuing learning assessments to support effective teaching and recovery efforts. Based on rapid scoping reviews and evidence mapping, this report examines varied assessment approaches during school closures among Global Partnership for Education (GPE) countries.

GPE countries utilized distance learning solutions (DLS) such as radio, TV, and online platforms to maintain assessments, though the effectiveness of these methods varied. High-stakes national exams faced postponements, rescheduling, or cancellations. Efforts to mitigate learning loss included partial school reopenings and remedial programs.

Identified challenges include the lack of guidelines for remote assessment, limited access to digital tools, inadequate teacher and student capacity for distance learning, and insufficient support for vulnerable groups. The report also highlights the significant impact of the pandemic on learning poverty, especially among girls and children with special needs.

Recommendations include developing remote assessment policies, enhancing teacher capacity with digital technology, supporting parental involvement, integrating EdTech in assessments, and ongoing monitoring of learning loss.