Towards a more holistic assessment and monitoring of quality education and effective learning Dr. Dirk Van Damme OECD Cent...
Monitoring and assessment are critically important! <ul><li>Education and learning indicators can help </li></ul><ul><ul><...
Knowledge management is critical for effective change <ul><li>Education is often compared with the health sector in terms ...
Educational research and development
Changing educational indicators <ul><li>First generation of education indicators: </li></ul><ul><ul><li>input-oriented </l...
Changing educational indicators <ul><li>Third phase: international, comparative assessments of learning outcomes </li></ul...
Changing educational indicators <ul><li>Comparative assessments of learning outcomes have become very powerful: </li></ul>...
Learning assessment in developing countries <ul><li>Large-scale learning assessments are also progressing in developing co...
1998 PISA countries in 2000 2001 2003 2006 2009 77% 81% 83% 85% 86% Coverage of world economy 87%
Learning assessment in developing countries <ul><li>But there are serious challenges in terms of </li></ul><ul><ul><li>Res...
Assessment of adult skills <ul><li>Little progress in realistic assessment of real-life skills in adult population </li></...
Non-cognitive skills also matters for crime… Level of skills Cognitive skills Non-cognitive skills Ever been in jail by ag...
Moving beyond cognitive skills <ul><li>Interaction between cognitive and non-cognitive skills seem to determine a lot of b...
Thank you ! [email_address] www.oecd.org/edu/ceri
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Towards a more holistic assessment and monitoring unesco efa wg

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My presentation for the 11th meeting of the Working Group on Education for All at UNESCO, 2 February 2011

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Towards a more holistic assessment and monitoring unesco efa wg

  1. 1. Towards a more holistic assessment and monitoring of quality education and effective learning Dr. Dirk Van Damme OECD Centre for Educational Research and Innovation
  2. 2. Monitoring and assessment are critically important! <ul><li>Education and learning indicators can help </li></ul><ul><ul><li>To inform policy </li></ul></ul><ul><ul><li>To monitor standards and creating new ones </li></ul></ul><ul><ul><li>To identify correlates of learning (gender, SES, language, regions, …) </li></ul></ul><ul><ul><li>To promote accountability </li></ul></ul><ul><ul><li>To increase public awareness </li></ul></ul><ul><ul><li>To inform political debate </li></ul></ul><ul><li>The way we assess education determines the way we improve education! </li></ul>
  3. 3. Knowledge management is critical for effective change <ul><li>Education is often compared with the health sector in terms of </li></ul><ul><ul><li>Capacity for change and innovation </li></ul></ul><ul><ul><li>Capacity for policy mobilisation </li></ul></ul><ul><ul><li>Capacity to raise resources </li></ul></ul><ul><li>Effective assessment and monitoring tools and, more generally, a more effective knowledge management system, with strong R&D base, might explain the difference </li></ul>
  4. 4. Educational research and development
  5. 5. Changing educational indicators <ul><li>First generation of education indicators: </li></ul><ul><ul><li>input-oriented </li></ul></ul><ul><ul><li>rather simple, with lot of proxies and noise </li></ul></ul><ul><ul><li>still difficult to achieve in many countries </li></ul></ul><ul><ul><ul><li>For example reliable data on school attendance (as opposed to formal enrolment) </li></ul></ul></ul><ul><li>Second generation focusing on outputs </li></ul><ul><ul><li>Educational attainment data </li></ul></ul><ul><ul><li>Comparable definitions and methodological agreement are crucial </li></ul></ul><ul><ul><ul><li>For example development of ISCED </li></ul></ul></ul>
  6. 6. Changing educational indicators <ul><li>Third phase: international, comparative assessments of learning outcomes </li></ul><ul><ul><li>Examples: IALS, TIMSS, PIRLS, PISA, PIAAC etc </li></ul></ul><ul><ul><li>Real-life competences lending itself easier to comparative assessment than curriculum-based tests which have limited validity </li></ul></ul><ul><ul><li>Conceptually and methodologically robust, despite many criticisms </li></ul></ul>
  7. 7. Changing educational indicators <ul><li>Comparative assessments of learning outcomes have become very powerful: </li></ul><ul><ul><li>International measures of ‘human capital’ known to influence investment strategies </li></ul></ul><ul><ul><li>But also make educational inequity visible and tangible: PISA is a powerful driver for equity policies </li></ul></ul><ul><li>New developments: </li></ul><ul><ul><li>‘ Skills for innovation’: creative thinking, problem-solving, ‘soft skills’, etc. </li></ul></ul>
  8. 8. Learning assessment in developing countries <ul><li>Large-scale learning assessments are also progressing in developing countries </li></ul><ul><ul><li>Often with support from intern’l or regional agencies </li></ul></ul><ul><ul><li>For example: PISA 2009 administered with success in Vietnam, Thailand, Indonesia, some states in India, some provinces in China, almost all LAC countries </li></ul></ul><ul><ul><li>With some political will more progress is possible </li></ul></ul><ul><li>Reliable, state-of-the-art assessments of learning outcomes have proven to generate huge political energy and reform capacities </li></ul><ul><ul><li>PISA has evidenced huge progress in e.g. Peru </li></ul></ul>
  9. 9. 1998 PISA countries in 2000 2001 2003 2006 2009 77% 81% 83% 85% 86% Coverage of world economy 87%
  10. 10. Learning assessment in developing countries <ul><li>But there are serious challenges in terms of </li></ul><ul><ul><li>Resourcing </li></ul></ul><ul><ul><li>Coping with language and population diversity </li></ul></ul><ul><ul><li>Research and technical implementation capacity </li></ul></ul><ul><ul><li>Further work needed on differentiating between various lower skill levels </li></ul></ul><ul><li>Call for “smaller, quicker, cheaper” (SQC) assessment methods </li></ul>
  11. 11. Assessment of adult skills <ul><li>Little progress in realistic assessment of real-life skills in adult population </li></ul><ul><ul><li>Literacy assessments still based on proxies </li></ul></ul><ul><li>Lifelong learning: people acquire skills also outside formal education systems </li></ul><ul><ul><li>Assessments can detect skill levels in adult population formally considered to be un-educated </li></ul></ul><ul><ul><li>Recognition of non-formal and informal learning outcomes is crucial for economic growth and social progress </li></ul></ul>
  12. 12. Non-cognitive skills also matters for crime… Level of skills Cognitive skills Non-cognitive skills Ever been in jail by age 30, by skills (men, USA)
  13. 13. Moving beyond cognitive skills <ul><li>Interaction between cognitive and non-cognitive skills seem to determine a lot of behaviour </li></ul><ul><li>Identifying and assessing non-cognitive skills is an important challenge but can significantly widen our view on quality education </li></ul><ul><ul><li>Opening up to ‘seeing’ and acknowledging the importance of everyday survival skills </li></ul></ul><ul><ul><li>For example, informal learning of entrepreneurial skills may help to understand real micro-level development </li></ul></ul><ul><ul><li>Cf OECD/CERI project on Education and Social Progress </li></ul></ul>
  14. 14. Thank you ! [email_address] www.oecd.org/edu/ceri
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