This paper presents an example of how educational measurement can contribute to the next generation of assessment systems. It outlines a joint initiative by Australian Council for Educational Research Centre for Global Education Monitoring (ACER-GEM) and UNESCO Institute of Statistics (UIS) to develop empirically supported vertical scales in mathematics and reading. The scales will play a role in improving the quality of measuring and monitoring learning outcomes within countries (including those in developing and conflict-affected contexts), and address the challenges associated with between-country comparisons. Such advancement is essential to ensuring the Sustainable Development Goal (SDG) agenda is achieved and that all countries, including those not participating in large scale assessments, have the opportunity to participate and benefit.