This case study looks at Sri Lanka's roll out of its Learning Recovery Programme to minimise the learning gap between where the learner actually is and the grade requirement, following COVID-19 school closure reopening.

To assess students’ learning levels, a task-based, diagnostic learning achievement test was the first step. Test results informed curriculum adaptation and a blended approach of classroom-based, teacher-led as well as home-based, parent-led remedial activities. Both of these packages integrated formative assessment, a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

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