READ Overview and Relevance for ‘All Children Reading by 2015’ Marguerite Clarke mclarke2@worldbank.org The World Bank All Children Reading by 2015: From.
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READ Overview and Relevance for
‘All Children Reading by 2015’Marguerite Clarke
mclarke2@worldbank.orgThe World Bank
All Children Reading by 2015: From Assessment to Action
Washington, DCApril 12-14, 2010
Common Starting Point
• Importance of student learning for reducing poverty and increasing economic growth
Assessment as key input
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”
Dimension #1: Assessment Types/ FunctionsClassroom 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
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
‘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
‘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
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’
Tools Based on the Framework
Title Purpose Main 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
Other READ Tools• PISA
– Reading component skills assessment for 15 year olds
• ‘National Assessments’ toolkit series– Translation into Portuguese and Russian– http://go.worldbank.org/M2O1YDQO90
Three Areas1. Source of materials and information on good
practices/’what works’I. Tools, templates, materials II. TrainingIII. Pilot projects
2. Evidence base for discussion/dialogI. Society, educators, policymakers, donors
3. Framework for strategic action
Further Information/Resources•READ Website http://go.worldbank.org/C42AEVXDT0–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
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