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READ Overview and Relevance for ‘All Children Reading by 2015’ Marguerite Clarke The World Bank All Children Reading by 2015: From.

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Presentation on theme: "READ Overview and Relevance for ‘All Children Reading by 2015’ Marguerite Clarke The World Bank All Children Reading by 2015: From."— Presentation transcript:

1 READ Overview and Relevance for ‘All Children Reading by 2015’ Marguerite Clarke The World Bank All Children Reading by 2015: From Assessment to Action Washington, DC April 12-14, 2010

2 Common Starting Point Importance of student learning for reducing poverty and increasing economic growth Assessment as key input

3 Overview

4 Russia Education Aid for Development (READ) Trust Fund 5-year $32 million trust fund To help FTI countries improve learning outcomes through improved assessment systems Focus on strengthening the capacity of institutions responsible for carrying out student assessment “When students learn, nations prosper”

5 READ Focal Countries

6 READ Products and Activities

7 Conceptual Framework and Tools

8 Dimension #1: Assessment Types/ Functions Classroom assessment Provide ‘real-time’ information for improving teaching and learning Examinations Provide standardized information for making decisions about student admission, promotion or graduation/certification Large-scale assessment Provide system-level information on student learning levels and related factors

9 Dimension #2: Quality Drivers Enabling environment Policies Organizational structures Human/fiscal resources System alignment Alignment with learning goals, curricula, textbooks, training Alignment with accountability or incentive systems Technical quality Design, administration, analysis, use

10 READ Framework Quality driver s Assessment types/functions Classroom assessment ExaminationsLarge-scale assessment Enabling environment System alignment Technical quality ? Indicators Performance levels Stages of development Strategies

11 ‘Enabling Environment’ Indicators PoliciesPresence of official policies on assessment Organizational structures Presence of designated agencies, institutions, units Official role/mandate Stability over time Reporting/accountability requirements Human and fiscal resources For each agency, institution, unit Staff qualifications Staff training/capacity building Staff salaries, career paths, turnover Funding sources, sufficiency, stability

12 ‘System Alignment’ Indicators Teaching and learning Evidence that assessment activities are aligned with: Official learning goals/standards/curriculum Approved or other commonly used textbooks In-service and pre-service teacher training Accountability and incentives Evidence that assessment activities are aligned with: Accountability or incentive systems for students Accountability or incentive systems for teachers and schools

13 ‘Technical Quality’ Indicators Validity of measurement Evidence of appropriateness of assessment content and format for target population and uses Validity of inference Evidence of appropriateness of procedures used to input, analyze, and interpret assessment data Validity of use Evidence of appropriateness of uses of the results Types of reports and evidence of their adequacy and timeliness

14 Stages of Assessment System Development Emerging Established Mature

15 ‘EMERGING’ Enabling environment System alignment Technical quality No or limited policy framework Few trained staff; high turnover Unreliable funding Unclear institutional structures/arrangements Assessments not aligned with learning goals, materials Assessments out of sync with reforms in other areas Limited use of results Limited awareness or application of professional or technical standards Example: Mongolia

16 ‘ESTABLISHED’ Enabling environment System alignment Technical quality Presence of policy framework Training programs/trained staff with low turnover Stable funding Clear institutional structures/arrangements Assessments aligned with learning goals, materials Assessments in sync with reforms in other areas Systematic use of results to inform policy and practice Awareness and application of technical or professional standards Example: Ireland

17 Enabling environment System integration Technical quality Attributes of ESTABLISHED assessment system + Strong focus on: Assessment for learning Classroom-based assessment Role of teachers Innovation and research-based practices Example: Some Australian states ‘MATURE’

18 Tools Based on the Framework TitlePurposeMain user/Uses 1. Self diagnostic TORs Collect information on status of country’s assessment system Country Determine status/needs of current assessment system 2. Discussion paper Framework for discussing priorities and next steps for country’s assessment system Country and partners Prioritize next steps for improving assessment system 3. Benchmarking survey Collect comparative data on characteristics of countries’ assessment systems Global community Compare countries’ assessment systems and identify ‘leading’ indicators of effectiveness 4. Illustrative case studies Identify practices countries have used to develop more effective assessment systems Global community Explore/validate key stages of development in countries’ assessment systems

19 Other READ Tools PISA –Reading component skills assessment for 15 year olds ‘National Assessments’ toolkit series –Translation into Portuguese and Russian –

20 Relevance for ‘All Children Reading by 2015’

21 Three Areas 1.Source of materials and information on good practices/’what works’ I.Tools, templates, materials II.Training III.Pilot projects 2.Evidence base for discussion/dialog I.Society, educators, policymakers, donors 3.Framework for strategic action

22 Further Information/Resources READ Website – Vision note – First Annual Report includes Self-diagnostic TORs – First Global Conference materials Presentations by READ focal countries READ framework presentation – Forthcoming Roadmap paper, Synthesis of Self-Diagnostic findings from 7 READ countries, READ Video

23 Go raibh maith agat! Marguerite Clarke


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