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Susannah Hares is a senior policy fellow and the co-director of CGD’s global education program. Before joining CGD, she spent seven years as Ark’s international director, where she was responsible for strategy, operations, and programs in India, sub-Saharan Africa, and Eastern Europe, and for Ark’s international ventures including the Education Partnerships Group, Global Schools Forum, and Peepul. Hares started her career in Kenya, working for African health NGO AMREF. She has served on the boards and advisory groups of various international education organizations and ventures. She holds a MA (Econ) in political development from the University of Manchester.
To contribute to a more constructive dialogue among donors and policymakers about what the evidence tells us on the relationship between girls’ education and life outcomes for women, CGD wishes to commission a series of background notes of approximately 3,000 words that address one of the four core areas outlined below.
In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills.