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SAFETY, RESILIENCE,
AND SOCIAL COHESION:
A GUIDE FOR CURRICULUM
DEVELOPERS
ASSESSMENT,
AND
MONITORING
AND
EVALUATION
How will we know
what students have
learned?
1
2
3
4
5
6
7
8
International Institute
for Educational Planning
About the booklets
This publication is one of a series of eight
curriculum development booklets focused
on promoting safety, resilience, and social
cohesion throughout the curriculum. The
booklets should be read alongside other
relevant curriculum development materials
(see the Key Resources section of each booklet
for details). The series includes:
●●
Glossary of terms
●●
Booklet 1 – Overview: Curriculum
enhancement to promote safety,
resilience, and social cohesion
●●
Booklet 2 – Getting started: How do we
organize the process?
●●
Booklet 3 – Key content: What are the
desired learning outcomes?
●●
Booklet 4 – Curriculum review: Where
are we now and where do we want to
go?
●●
Booklet 5 – Curriculum approach: How
will we get there?
●●
Booklet 6 – Textbooks and other
education materials: What key messages
do we want to convey and how?
●●
Booklet 7 – Teacher development: How
will we support and train teachers?
●●
Booklet 8 – Assessment, and monitoring
and evaluation: How will we know what
students have learned?
A parallel series of booklets has been published
on incorporating safety, resilience, and social
cohesion in education plans and policies.
Published by:
International Institute for Educational Planning
7-9, rue Eugène Delacroix
75116 Paris, France
info@iiep.unesco.org
www.iiep.unesco.org
Graphic design:
nathalie pruneau
Printed in
IIEP’s printshop
Cover photo:
Bangladesh, 2011
© Jeff Holt for Save the Children
ISBN: 978-92-803-1393-2 (Set)
ISBN: 978-92-803-1401-4 (Booklet 8)
© UNESCO 2015
The views and opinions expressed in this booklet do
not necessarily represent the views of UNESCO, IIEP,
PEIC, or IBE. The designations employed and the
presentation of material throughout this publication
do not imply the expression of any opinion whatsoever
on the part of UNESCO, IIEP, PEIC, or IBE concerning
the legal status of any country, territory, city or area or
its authorities, or concerning its frontiers or boundaries.
SAFETy, RESIlIENCE, AND SOCIAl
COHESION: A GUIDE FOR
CURRICUlUm DEvElOPERS
Booklet 8
ASSESSmENT,
AND mONITORING
AND EvAlUATION
How will we know what
students have learned?
Acknowledgements
This booklet is one of a series of eight, intended
for curriculum developers, which - together
with six booklets on planning - is the result
of a collaboration between IIEP-UNESCO,
Protect Education in Insecurity and Conflict
(PEIC), and UNESCO’s International Bureau of
Education (IBE).
The curriculum booklets were written by
Jennifer Batton (consultant), Amapola Alama
(IBE), and margaret Sinclair (PEIC), and edited
by lynne Bethke (InterWorks) and Jean Bernard
(Spectacle learning media). The planning
booklets were written by lynne Bethke
(InterWorks), lyndsay Bird (IIEP), and morten
Sigsgaard (IIEP), with additional editing by
leonora macEwen and Thalia Seguin (IIEP).
valuable feedback on the curriculum booklets
was provided by Anton de Grauwe (IIEP) and
marla Petal (Save the Children).
Abbreviations
DRR
lTlT
disaster risk reduction
learning to live together
2
Table of contents
4
8
Foreword
Introduction
10
Step One
Find ways to assess individual
learning outcomes in lTlT and DRR
14
Step Two
monitor curriculum implementation
15
Step Three
Evaluate the process, outcomes,
and impact
19
Step Four
Develop avenues for including lTlT
and DRR in national examinations
23
Annex 1
Develop an assessment framework
24
Annex 2
Example of monitoring and
evaluation procedure at school level
25
Annex 3
Example of data collection
for monitoring and evaluation
of a lTlT/life skills course
27
Annex 4
Examples of open-ended questions
for student interviews or focus
groups
28
Key Resources
30
About the programme
3

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