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PPT
Measuring Results in Education: a State of the Field at the International Level M. Carton & S. Langstaff, NORRAG Education Network, SDC, F2F Morges, 18 September 2013 Outline of the presentation 1. Results-based approaches in education: origins, key actors and initiatives 2. Measuring learning: limits and challenges Origins and development • Public-sector management since the 19th in the Anglo-Saxon world: emphasis on quantifiable and easy to measure targets. Statistics for change and control(Eyben 2013). • In the development sector since the 2002 Monterrey conference on result-based aid : conferences on aid effectiveness, e.g. Paris 2005, Accra 2008, Busan 2011 (NN 42 and 47). • From access to learning. Measuring learning. Global policy-makers: ‘From Bono to Bill Gates, the importance of more, better, and transparent data is gaining attention.’ • • • • • World Bank DFID Private foundations: Gates, Hewlett… USAID Washington Think-Tanks: Center for Universal Education (Brookings Inst.), Center for Global Development • UNESCO: UIS and EFA-GMR From assessment to measurement? • Participation of low and middle-income countries in international large-scale assessments: from a handful in the 1970s to half of them by 2010 (Lockheed 2012) • From national evaluations to international comparability. LMTF & PISA for Development: towards a global framework post 2015? HLP: statistics of quality for quality education Large-scale learning assessments PASEC - Programme By Since CONFEMEN 1990 d'analyse des systèmes éducatifs de la CONFEMEN What/When Maths and French (or language used as MoI) Every year in selected countries at the beginning and at the end of the school year SACMEQ -The Southern SACMEQ 1995 and Eastern Africa Consortium for Monitoring Educational Quality PISA - Programme for Reading, mathematics + HIV/AIDS knowledge Every 5-6 y. OECD 1997 International Student Assessment Reading, maths and sciences* (end of compulsory schooling) *The focus changes every 3 y. TIMSS - Trends in IEA – Int. International Mathematics and Science Study Assoc. For the Evaluation of Educational Achievement PIRLS/prePIRLS -Progress IEA 1995 Maths and science Every 4 y. 2001 Reading in Reading Literacy Study Every 5 y. Who/Where Primary school learners in G2 and G5 in Frenchspeaking countries in WCA and Asia Primary school learners (G6) and teachers in 16 countries in SEA Randomly selected school learners aged 15 in 70 countries (2012) - LDCs excl. School learners in G4 and G8 in 63 countries (2011) Primary school learners (G4-6) in 50 countries (2011) Out-of-school population? Early drop-out? NFET? • Household surveys ? Potential and limits • Early Grade Reading Assessment (USAID & WB, since 2006), G1-3, 50 countries, 70 languages • RAMAA - Measuring Learning Outcomes of Adult Education Programmes: action research by UIL since 2010/11 for the population above 15 y. •TVSD ? ‘What can be measured gets done‘ but… • A NARROWING OF QUALITY through standartised approaches. Context? Diversity? • Measuring gender and educational quality: parity of learning outcomes and inputs, + alternative measures such as social learning outcomes (e.g. beliefs of themselves and others, changes in gender attitudes & behaviors)? DE la QUANTIFICATION à la MESURE des RESULTATS via les CONVENTIONS: le cas de l’éducation Passage des mots aux nombres fondé sur conventions d’équivalences: Comparaisons selon une échelle numérique, négociations, compromis, traductions, procédures, calculs puis mise en nombres Peut-on mettre en nombres = can we/ may we: possibilité technique/autorisation? Mise en nombres fondée sur conventions: dimensions socialement et cognitivement créatrices: reflet+ transformation du monde et non pas réification de la mesure - + 60 conventions définissent l’ »Alpha » (UIL) Variété de résultats des mesures: problème? - « Intelligence » est-elle un concept, ou ce qui est mesuré uniquement par le QI? - « Opinion » est-elle une notion, ou ce qui est mesuré uniquement par sondages? Peut-on traduire notion qualité éd. en nombres, c.a.d espace équivalence mots- nombres permettant comparaisons et classements? Post 2015: espace déjà clos? Si oui, réification Si non: par qui, comment va être occupé espace, et combien de temps avant fermeture conventionnelle ? Réouverture quand, par qui?