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Working arrangement: HomeBased
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UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence.
At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job – it is a calling.
UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture, coupled with an attractive compensation and benefits package.
How can you make a difference?
Background
India has established a national large-scale assessment system through the National Achievement Survey (NAS), which has evolved into the PARAKH Rashtriya Sarvekshan (PRS).
PRS provides system-level evidence on student learning and is intended to support understanding of the status of learning and areas requiring improvement across the school education system.
The PRS approach includes assessment of student learning alongside contextual information intended to provide insights into factors associated with learning outcomes.
The existing operational framework positions PRS as a standardised, equitable and inclusive national assessment and as a tool for understanding the health and performance of the education system.
UNICEF has supported the strengthening of national assessment and evidence systems in collaboration with PARAKH/NCERT.
Previous national discussions and technical reviews have highlighted areas for continued strengthening, including comparability across assessment cycles, competency mapping, identification of learning gaps and misconceptions, inclusive assessment, analysis of contextual factors, and improved use of assessment evidence for system improvement.
The next PRS cycle provides an opportunity to consider how existing assessment evidence can be further strengthened and translated into more actionable information for education system improvement.
Rationale
While PRS provides important information on learning outcomes, there is an opportunity to strengthen the extent to which the assessment can generate diagnostic and actionable system-level evidence.
In particular, there is value in examining how PRS can better support understanding of:
• what students are able or unable to do at different competency levels;
• common learning gaps, misconceptions and response patterns;
• changes in learning outcomes across assessment cycles;
• equity and inclusion across different groups of learners;
• factors associated with variations in learning outcomes; and
• implications of assessment findings for curriculum, textbooks, pedagogy, teacher development, assessment practices and learning resources.
The assignment therefore requires specialised international expertise in large-scale educational assessment, assessment design and analysis, comparability, inclusive assessment and use of assessment evidence for education system improvement.
The assignment will not involve primary data collection, field visits or implementation of assessment activities.
Scope of work
The consultant will undertake a desk-based review of relevant PRS/NAS documentation, previous technical recommendations and relevant international assessment practices and prepare a Technical Note on Strengthening PARAKH Rashtriya Sarvekshan.
The technical note will cover the following areas:
1. Review of the current PRS approach
The consultant will:
1.1 Review relevant PRS and previous NAS documentation, including the assessment framework, domains and competencies, test design, sampling, contextual questionnaires, analysis and reporting.
1.2 Review relevant recommendations from previous national technical discussions and relevant international assessment practices and approaches.
1.3 Identify key strengths, gaps and opportunities for further strengthening PRS as a national/system-level assessment.
2. Identify priority areas for technical strengthening
Based on the review, the consultant will provide technical recommendations and possible pathways in the following areas:
2.1 Assessment framework and competencies:
Opportunities to strengthen assessment of what students know and can do across competencies, including application and higher-order competencies where appropriate.
2.2 Comparability across assessment cycles:
Approaches to strengthen comparability and interpretation of changes in learning outcomes over time, including linking, anchor items and scaling, where appropriate.
2.3 Inclusive assessment:
Approaches to strengthen participation, accessibility, accommodations, analysis and reporting for diverse learner groups, including children with disabilities and other potentially under-represented groups.
2.4 Learning gaps and misconceptions:
Approaches for identifying and reporting competency-level learning gaps, common errors, misconceptions, proficiency levels and response patterns.
2.5 Contextual and explanatory evidence:
Opportunities to strengthen the use of contextual information to understand factors associated with variations in learning outcomes, including relevant student, teacher, classroom and school factors.
2.6 Analysis and interpretation:
Approaches for generating more actionable evidence on competencies, equity, learning gaps, misconceptions and relevant factors associated with learning outcomes.
3. Identify pathways for using PRS evidence for education system improvement
The consultant will examine how PRS evidence can better inform education system improvement, including:
• curriculum and curricular expectations;
• textbooks and learning materials;
• teaching-learning processes and pedagogy;
• teacher development;
• assessment practices; and
• teaching-learning resources.
The consultant will propose an assessment-to-system-improvement pathway that links PRS evidence and identified learning gaps and misconceptions to their diagnosis, implications for the education system, and appropriate system level responses.
4. Develop a technical pathway for strengthening PRS 2027
Based on the review and analysis, the technical note will:
4.1 Identify and prioritise technical areas that could realistically be considered for the PRS 2027 cycle.
4.2 For each priority area, outline:
• the issue/opportunity;
• rationale;
• possible technical options;
• recommended pathway for consideration;
• key methodological considerations;
• implications for data, instruments and analysis;
• technical expertise/capacity requirements; and
• key decisions required from PARAKH/NCERT and DoSE&L, MoE.
4.3 Distinguish between improvements that could be considered for PRS 2027 and areas requiring further technical development or longer-term consideration.
4.4 Present a consolidated set of recommendations and a practical technical pathway for consideration by PARAKH/NCERT and DoSE&L, MoE.
Education
Advanced university (Master's degree or above) degree in Educational Assessment/Measurement; Educational Psychology/ Statistics/ Psychometrics/ Social Sciences; or another closely related field
Work Experience
A minimum of 12 years of professional experience in educational assessment, large-scale assessment, learning assessment, psychometrics, assessment research or related areas.
Language Requirements
Fluency in English is required.
Knowledge/Expertise/Skills
• Substantial multi-country experience in large-scale national and/or international educational assessments, including work across diverse education-system contexts.
• Demonstrated expertise in assessment framework development/review, competency-based assessment, assessment design, psychometrics, data analysis and interpretation.
• Demonstrated experience in comparability across assessment cycles, including linking, scaling and trend measurement, and in inclusive assessment for diverse learner groups, including learners with disabilities.
• Experience analysing learning gaps, misconceptions, proficiency levels, response patterns and contextual factors associated with learning outcomes.
• Demonstrated ability to translate assessment evidence into actionable education policy and system-improvement recommendations, with experience working with ministries of education, national assessment institutions and/or international organisations across multiple countries.
• Strong written and verbal communication in English.
Desirables
• Experience with national large-scale assessments in low- and middle-income countries, particularly in Asia.
• Knowledge/experience of PISA, PIRLS, SEA-PLM or comparable international/regional assessments.
• Experience working with national assessment institutions and/or ministries of education on assessment-related initiatives.
• Familiarity with Indian school education and assessment context.
• Prior experience with UN agencies/government/international NGOs.
For every Child, you demonstrate...
UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
- An up-to-date TMS profile and curriculum vitae (CV)
- Cover letter
- A detailed technical proposal:
Interested candidates are required to submit the following documents as part of their application for the consultancy.
Technical Writing Sample:
One relevant technical/research/analytical writing sample demonstrating the candidate’s experience in analysing, interpreting and communicating assessment or education evidence. The sample should preferably be one for which the candidate was the lead/primary author. Where the candidate was not the lead author, they should clearly indicate their role and substantive technical contribution.
Proposed Technical Approach (maximum 3–4 pages):
A brief proposed approach outlining how the candidate would undertake the consultancy based on the ToR, including their approach to reviewing PRS, identifying priority areas for technical strengthening, strengthening the use of PRS evidence, and developing a practical technical pathway for PRS 2027.
Remarks: If the TOR or financial proposal documents are not downloadable on certain recruitment platforms, please visit our official page Vacancies | UNICEF Careers.
UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.
All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Additional information about working for UNICEF can be found here.