Presentation on theme: "Measuring quality of non-market output in education: Approaches developed in England Deborah Garniss Presentation for the joint OECD/ONS/Government of."— Presentation transcript:
Measuring quality of non-market output in education: Approaches developed in England Deborah Garniss Presentation for the joint OECD/ONS/Government of Norway workshop, October 2006
What are we trying to measure? ► Education seen as an activity output is volume of this activity provided seen as amount of teaching delivered ► So output is number pupils actually taught ► Measuring quality of teaching delivered ► Difficult to measure directly
How can we measure it? Quality of teaching delivered Quality of pupil learning Exam attainment BUT: ignores many of the wider outputs and outcomes of education School inspection ratings Assume a relationship between teaching, learning and attainment…..
What do we need to do? ► Match attainment to pupils taught in year but don’t have exams every year no measure of yearly attainment per pupil ► So attainment not perfect measure ► But what attainment data do we have? final attainment at end of schooling Key Stage tests at ages 7, 11 and 14
A number of alternatives ► Final output measures % passing threshold attainment level (5 good GCSEs) Average attainment scores over all exams ► ‘Intermediate’ measures Average attainment scores at end each Key Stage ► Added value (cohort progress) measures Average progress made between each Key Stage ► Apportionment measures Apportioning attainment to each year of schooling
Conceptual issues with attainment ► Changes in attainment need accurately to reflect changes in learning / teaching ► So strong assumptions about link between attainment and quality x% Δ attainment = x% Δ quality zero attainment = zero quality
Practical issues with attainment ► Incomplete measures of output quality measured at 4 points during 11 yrs schooling; no data for other 7 years don’t all capture full range of attainment (at top and bottom ends of distribution) ► Inconsistencies over time changing scales for measuring attainment changing scope of final output measures
What do we conclude to date? ► Final output measures Transparent and simple, related to what employers look for from education system, can value in £ terms but ignore rest of education system, and long time- lag before impact of policy shows up (up to 11 years) ► Added-value measures Greater coverage across the system, and closer to added-value in private sector but reliant on a number of assumptions, which need further analysis
What difference do they make?
Is attainment the right approach? ► Argue education is productive process output more than just about activity levels multiple outputs tangible and observable (e.g. qualifications) some less so (e.g. soft skills) ► More going on in school than just teaching ► Output & quality in Nat Accts very narrow ► So any productivity estimates are partial