Performance categories should be redefined to provide a more detailed picture of student performance at the lower proficiency levels. To track equity, sample-based assessments should be large enough to monitor outcomes across different population groups and regions. Costa Rica should consider applying the assessment to the school census so that individual schools can benchmark their performance against national standards and similar schools, and the MEP has better data to inform school policies and resource allocation. These changes should be reflected in a framework or policy document that details the puipose. The MEP would benefit from stronger research, analytical and statistical capacity to support strategic planning.