In 2021, Jordan’s Ministry of Education (MOE) is committed to modernizing education assessment and enhancing learning outcomes. The Early Grades Reading and Mathematics Initiative (RAMP) played a crucial role in conceptualizing the early grade assessment framework. The MOE recognized the need for a more effective and cohesive assessment system. it highlights the issues of misalignment and lack of coordination between national and international assessments, resulting in an inability to accurately measure student performance across different grades. It emphasizes the need for a comprehensive assessment system and policies to ensure consistency and monitor the quality of education in MOE's schools. As part of the RAMP sustainability plan, a comprehensive framework for early-grade assessment was developed to incorporate the latest trends in student learning assessment and enhance educational outcomes. The Directorate of Tests, in collaboration with RAMP experts, conducted an analysis of the current early-grade assessment system, identifying areas requiring improvement. A joint Ministry and RAMP team, in consultation with international evaluation experts from the RTI organization, created the framework and provided recommendations to address existing gaps. Subsequently, this framework was shared with MOE's technical departments and the National Curriculum Development Center for final approval. The Early Grades Assessment Framework has significantly benefited the MOE at both the central and field levels, including schools and field districts, by: 1. Defining and communicating clear learning expectations at all levels, including learning standards and indicators. 2. Preventing excessive evaluation practices. 3. Offering capacity-building programs for supervisors and teachers related to formative and summative assessments. 4. Utilizing assessment data to enhance student learning and promote inclusive teaching and learning for all children. 5. Formulating regulations and procedural guidelines for national assessments in early grades, thereby ensuring their sustainability and securing financial resources for implementation. The MOE introduced a structured assessment process, incorporating the Early Grade Reading Assessment (EGRA/EGMA) and the Lot Quality Assurance Sampling (LQAS) methodology to gauge students' foundational knowledge and skills. This approach helped identify areas where students needed additional support. Extending foundational learning assessment to the classroom level allowed for tailored support to students in need, fostering inclusivity. The revamped assessment approach brought about positive changes. LQAS results informed support strategies for districts, individual schools, and teachers. Classroom-level assessments allowed differentiated support to students. The Ministry of Education's (MOE) commitment to aligning the assessment framework with expected learning outcomes has yielded positive results and has paved the way for further improvements in Jordan's education system. As evidence of this commitment, the results of the EGRA/EGMA end-line survey conducted in May 2023 demonstrate significant improvements in the reading and mathematics skills of Grade 2 (G2) and Grade 3 (G3) students compared to 2019 and 2021. For example, G2 students in traditional MoE schools have shown remarkable progress, with their reading proficiency increasing from 10.7% in 2021 to 42.4%, while G3 students improved from 39.4% to 60.3%. The MOE's unwavering commitment to aligning assessment with learning outcomes has yielded tangible, positive results. As Jordan continues its journey towards educational excellence, the comprehensive assessment framework for early grades stands as a testament to the dedication and innovation of the MOE and its partners. By placing learning outcomes at the forefront, Jordan is not just shaping a brighter future for its students but also setting a remarkable example for education systems worldwide. Stay tuned for more updates as Jordan's education transformation unfolds. The future looks promising, indeed.