Learning Metrics Task Force A Global Vision for Measuring Learning.

Learning Metrics Task Force

A Global Vision for Measuring Learning

Why now?

A confluence of global policy events presents a unique window of opportunity

What does the task force aim to accomplish?

Theory of Change

Robust measurement of learning outcomes at

the global and national levels are critical to

improving education policy and ultimately

learning levels.

Scope

LMTF was convened to build consensus on global aspiration for learning and the measurement of learning outcomes.

Assessments alone will not improve the quality of instruction or learning environments. They provide info to enable policymakers and educators to develop strategies for improving learning, while taking into account many other factors.

Three Core Questions

The task force engages high-level political actors, technical experts and practitioners in a year-long global consultation process in order to build consensus around three questions:

1.What learning is important for all children and youth?

2.How should learning outcomes be measured?

3.How can measurement of learning improve education quality?

Co-Chairs

Public Consultation

LMTF Structure

Task Force Members

Secretariat

StandardsMeasures &

MethodsImplementation

UIS & CUE

Working groups of technical experts

Open, global, online and in person

Nat’l govts, regional bodies, civil society,

donors, EFA-convening agencies

Phase I:What

learning?

Phase II:What

measures?

Phase III:How to do this?

Phase IWhat learning is important for all

children and youth?

Key Decisions from Phase I

• Seven domains of learning

• Hybrid approach• Open to existing and to-be-developed

measures• Recommendations will cover early

childhood through lower secondary

Main Points from Report No. 1

• TF response to what learning is important for all children and youth?

• Presents vision for what every child every child everywhere should learn.

• Based on task force consensus, working group expertise and research, and input from more than 500 participants in 57 countries.

Phase IIHow should learning outcomes be measured at the global and

national levels?

Measures and Methods Working Group

• 57 members in 23 countries

• All international and regional assessment

bodies were invited: IEA, OECD, SACMEQ,

PASEC, LLECE

• Range of expertise and perspectives:

assessment organizations, NGOs,

academia• Worked virtually from October – February to

draft recommendations• Met in person at UIS in Montreal

20-21 January

Geographic RepresentationPhase II Consultation Period (12/2012 – 02/2013)

Received feedback from nearly 500 participants in 49 countries

Dubai Meeting: 20-21 February 2013Three Questions to Answer

1. What measures to recommend for global levels?

2. What approaches to recommend for measuring learning at national and global levels?

3. What is the TOR for the Implementation Working Group?

Hybrid Model

Key Debates in Dubai

• Scope of measurement and unintended

consequences • International comparability and statistical rigor • Measuring learning in school vs. out of school• Accounting for a diversity of contexts and

learning levels

Phase II Decisions from Dubai

Six areas of measurement that represent learning opportunities which enable children and youth to succeed in a globalized society.

11

22Explore the feasibility of setting up a mechanism to: •Track progress against the global domains of measurement•Help build national capacity for measuring learning.

Six Areas of Global Measurement*1. Access to and completion of

learning opportunities.

2. Exposure to a breadth of learning opportunities across all seven domains.

3. Early childhood experiences that result in readiness for primary school.

4. The ability to read and understand a variety of texts.

5. The ability to use numbers and apply this knowledge to real-life situations.

6. An adaptable, flexible skill set to meet the demands of the 21st century.

*Should show achievement levels, progress over time, and equity disparities

1. Access to and completion of learning opportunities

• Recognizes the unfinished

access agenda. • Allows for a broad definition of

schooling, including any

intentional learning programs

(formal, nonformal or virtual).

2. Exposure to a breadth of learning opportunities across all seven domains

• Based on national curriculum

and potentially instructional

practices

3. Early childhood experiences that result in readiness for primary school

• A holistic measure across at

least five domains:o Physical well-beingo Social and emotionalo Literacy and communicationo Learning approaches and

cognitiono Numeracy and mathematics

4. The ability to read and understand a variety of texts.

• Learning to read in early

primary • Reading to learning at the

end of primary and lower

secondary

5. The ability to use numbers and apply this knowledge to real-life situations. • Measured at primary and

lower secondary

6. An adaptable, flexible skill set to meet the demands of the 21st century.

• Measured at lower secondary• Might include:

o Environmental awarenesso Collaborative problem solvingo ICT digital literacyo Social responsibilityo Other subdomains

Why a Hybrid Approach?A system of global measurement will only be effective

in improving learning outcomes if there is a

simultaneous focus on improving national and

classroom-level assessments.

Classroom: all domains, formal and informal assessment

National: Key domains of national curriculum

Regional: Regionally identified common domains

Global Domains

National Level Capacity

Implementation Working Group will develop a “roadmap”

to improving learning assessment at the country level,

with guidance for countries at various capacity levels

Communities of practice • build on existing steering committees, national

councils, etc.• Comprised of ministry, academia, civil society,

teachers, others

Advisory Group on Global LearningPotential Functions

Phase IIIHow can measurement of

learning improve education quality?

Phase III on ImplementationWorking group led by Dzingai Mutumbuka, ADEA Chair and former Minister of Education of Zimbabwe, will investigate:•Feasibility of setting up a neutral international advisory group on global learning measurement.•How governments can convene stakeholders to improve learning measurement across the seven learning domains.•Communities of practice•Resources and financing needed for implementation.•How to operationalize the two new areas of measurement: breadth of learning opportunities and 21st century knowledge and skills

Learn more and get involved…

For updates on the Learning Metrics Task Force and information about working groups and consultations, please visit http://www.brookings.edu/learningmetrics

To receive email updates on the Learning Metrics Task Force, please send your name, organization, and email address to: [email protected].

On On Twitter follow @RebeccaWinthrop