GRM20120_Introduction

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GRM20120_Introduction

  1. 1. Workshop Objectives 2. Identify areas of 1. Identify how large- educational policy scale data is being interest in order to used for evidenced- synthesize large-scale based policymaking data and apply it to in the Gulf. educational problems in the Gulf. 3. Develop a draft plan or recommendations for the evaluation and investigation of large-scale data for use in evidence-based policymaking among Gulf education leaders.
  2. 2. Workshop Objectives 2. Identify areas of 1. Identify how large- educational policy scale data is being interest in order to used for evidenced- synthesize large-scale based policymaking data and apply it to in the Gulf. educational problems in the Gulf. 3. Develop a draft plan or recommendations for the evaluation and investigation of large-scale data for use in evidence-based policymaking among Gulf education leaders.
  3. 3. Workshop Objectives 2. Identify areas of 1. Identify how large- educational policy scale data is being interest in order to used for evidenced- synthesize large-scale based policymaking data and apply it to in the Gulf. educational problems in the Gulf. 3. Develop a draft plan or recommendations for the evaluation and investigation of large-scale data for use in evidence-based policymaking among Gulf education leaders.
  4. 4. The Phenomenon• Large-scale, international, education assessment and data are widely available – TIMSS, PIRLS, PISA, UNESCO, etc.• Gulf country participation is high• Arab country participation is high BUT…
  5. 5. The Problem• Gulf country performance is low• Arab country performance is low• Few secondary analyses of data for Gulf countries• Little use of data for evidence-based education policymaking or reform in Gulf countries
  6. 6. Significantly Above International MeanNot Significantly Different from International Mean Significantly Below International Mean
  7. 7. Significantly Above International MeanNot Significantly Different from International Mean Significantly Below International Mean
  8. 8. The Need1. Bottom of Gulf and Arab achievement rankings2. Significantly belowinternational mean in math and science achievementWhat do rankings tell us?• Rankings are a crude benchmarking tool, and are “reductionist” – i.e., they ignore interesting and important variation between content and cognitive domains.Where should we look first?• Comparisons provide important information, but need to be used in stages: (1) internal comparisons, (2) regional comparisons, (3) international comparisons.
  9. 9. Math Content Domains Math Cognitive Domains
  10. 10. Internal comparisons have priority. CHINESE TAIPEI • Excelling in algebra • Struggling in data & chance • Slightly low, but consistent across all cognitive domains
  11. 11. Math Content Domains Math Cognitive Domains
  12. 12. Internal comparisons have priority. CHINESE TAIPEI SAUDI ARABIA • Excelling in algebra • Excelling in geometry • Struggling in data & chance • Struggling in numbers • Inconsistent across all • Slightly low, but consistent cognitive domains, but across all cognitive domains strongest in knowing
  13. 13. Science Content Domains Science Cognitive Domains
  14. 14. Internal comparisons have priority. SINGAPORE • Excelling in physics • Struggling in earth science • Consistent in knowing and reasoning, but weaker in applying
  15. 15. Science Content Domains Science Cognitive Domains
  16. 16. Internal comparisons have priority. SINGAPORE SAUDI ARABIA • Excelling in physics • Excelling in earth science • Struggling in earth science • Struggling in chemistry • Consistent in knowing and • Strong in applying, but reasoning, but weaker in weaker in reasoning applying
  17. 17. Why does the Gulf struggle? It is impossible to improve Gulf education, if educational policymakers and reformers don’t know where the problems are. From our Saudi example, the evidence suggests… Which content areas need the most attention in the KSA? • Numbers (mathematics) • Chemistry (science) Which cognitive areas need the most attention KSA? • Reasoning (mathematics) • Reasoning (science) Why do these content and cognitive areas need attention? …because they tell us about the teaching and learning process in Saudi schools and classrooms.
  18. 18. The PotentialHow does large-scale data help us understand education?• High-quality data for evidence-based decision-making• International benchmarks• Achievement & activity• Comparative strengths & weaknesses• Peer groups & target groupsWhat benefits do large-scale assessments bring?• Increase understanding of key school and non-school factors• Resource for identifying areas of concern and action• Develop and improve capacity for national monitoring & improvement• Worldwide community of researchers
  19. 19. The Promise (i.e., Target)1. Significantly above international mean in math and science achievement2. National education systems characterized by: • Consistently high-achieving students • Motivated, expert teachers • Strong parent and community support • International reputation for excellence • Regional reputation as educational leader3. Knowledge society and economy fed by Gulf schools
  20. 20. How can we make recommendations? Infra- structure Capacity Sustain- ability Large-scale data use recommendations
  21. 21. How can large-scale education data help Gulf educators and students rise to the top? Infrastructure + Capacity + Sustainability = Culture CREATE DEVELOP TESTING SUSTAINABLE & ASSESSMENT MODELS & INFRASTRUCTURE PROCEDURES BUILD CAPACITY IN RELEVANT KNOWLEDGE, SKILLS, ATTITUDES & VALUES
  22. 22. SHORT TERM LONG TERM OUTCOMES OUTCOMES• Network of experts • Sustainable and colleagues collaboration• Set of policy (grants, pubs, recommendations reports)• High-quality • Systematic policy volume from influence (reports, Gerlach Press training, evidence- base)

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