Assessments for MPLs

Assessment for Minimum Proficiency Level (AMPL)

Assessments for Minimum Proficiency Levels (AMPL) are ground-breaking and robust tools to measure the attainment of a single proficiency level for reading and mathematics at a given level of the education cycle. AMPLs allow to identify the proportion of children and young learners in a level of education achieving at least the Minimum Proficiency Level (MPL). This enables countries to produce internationally comparable learning outcomes data to report on the global indicator SDG 4.1.1.

The development of the AMPL is a significant step forward and has the potential to align national and cross-national assessment programs to a single set of global standards in mathematics and reading as articulated in SDG 4.1.1.

SDG 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

Read the latest paper on AMPL (August 2023)

Assessments for Minimum Proficiency Levels (AMPL): an efficient and effective tool for global reporting and strengthening capacity to conduct national assessments (2023)

Read more about AMPLs in this brochure
(English -French)

AMPLs can be administered as:

  • A standalone assessment
  • An additional section integrated into a national or regional assessment as a whole booklet form or as a rotating booklet through forms. AMPL forms were administered alongside existing assessments in the MILO project