Assessing ‘functional English’ in Vietnam, India and Ethiopia
by Rhiannon Moore, young Lives, Univeristy of Oxford
at
New Directions in English Language Assessment
Annual conference organised by the British Council in East Asia, providing perspectives and insight on trends and approaches in English language assessment locally and internationally.
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
High learning outcomes in Vietnam - but does this just reflect rote learning?
Concerns that Vietnamese young people do not have required skills for 21st century labour market – e.g. problem solving, critical thinking, communication and teamwork;
But - little evidence on skills like problem solving and critical thinking among Vietnamese students;
Transferable skills test included in 2016-17 school surveys to assess problem solving and critical thinking;
Research questions:
Do students in Vietnam have problem solving and critical thinking skills?
How does student performance on problem solving and critical thinking relate to school effectiveness?
SITE 2009 - PowerPoint Games in a Secondary Laptop EnvironmentMichael Barbour
Barbour, M. K., Kinsella, J., & Toker, S. (2009, March). PowerPoint games in a secondary laptop environment. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC.
There is no denying the success and popularity of WebQuests among teachers. For those interested in technology integration, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction. We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software and teachers already use existing games in their classrooms. The authors contend that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of two examinations.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
Assessing ‘functional English’ in Vietnam, India and Ethiopia
by Rhiannon Moore, young Lives, Univeristy of Oxford
at
New Directions in English Language Assessment
Annual conference organised by the British Council in East Asia, providing perspectives and insight on trends and approaches in English language assessment locally and internationally.
Defining learning quality at upper primary and secondary levels is complex;
‘Meaningful’ learning: ‘not only acquiring knowledge, but also being able to use knowledge in a variety of new situations’ (Mayer 2002);
21st Century Skills: schools should ‘equip young people with skills for future labour market or higher education opportunities’ (World Bank 2009)
High learning outcomes in Vietnam - but does this just reflect rote learning?
Concerns that Vietnamese young people do not have required skills for 21st century labour market – e.g. problem solving, critical thinking, communication and teamwork;
But - little evidence on skills like problem solving and critical thinking among Vietnamese students;
Transferable skills test included in 2016-17 school surveys to assess problem solving and critical thinking;
Research questions:
Do students in Vietnam have problem solving and critical thinking skills?
How does student performance on problem solving and critical thinking relate to school effectiveness?
SITE 2009 - PowerPoint Games in a Secondary Laptop EnvironmentMichael Barbour
Barbour, M. K., Kinsella, J., & Toker, S. (2009, March). PowerPoint games in a secondary laptop environment. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC.
There is no denying the success and popularity of WebQuests among teachers. For those interested in technology integration, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction. We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software and teachers already use existing games in their classrooms. The authors contend that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of two examinations.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Culture Matters: Learners’ Expectations Towards Instructor-SupportRichter Thomas
In this presentation, first results from the Learning Culture Survey are presented and comparatively discussed, considering the contexts of higher education in South Korea and Germany. The presentation was held at the annual Internet-based conference Global Learn 2012 of the AACE.
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Culture Matters: Learners’ Expectations Towards Instructor-SupportRichter Thomas
In this presentation, first results from the Learning Culture Survey are presented and comparatively discussed, considering the contexts of higher education in South Korea and Germany. The presentation was held at the annual Internet-based conference Global Learn 2012 of the AACE.
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
Key findings from the 2016-17 Young Lives School Survey in VietnamYoung Lives Oxford
Young Lives researchers Caine Rolleston and Padmini Iyer present 'Beyond the Basics: Upper secondary education in Vietnam' based on key findings from the 2016-17 Young Lives school survey launched in Hanoi, 1 December 2017.
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
The Literacy First Framework -- Success Storiescatapultlearn
Literacy First is not a program; it is a research-based framework of best practices and strategies designed to create a literacy rich environment that motivates and ENGAGES students in their own learning.
The Young Lives Longitudinal Study – presentation by Angela Little at the Comparative and International Education Society conference, Washington DC, 13 March 2015.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
Experiencing tough history and indigence after war, investing in and training human resources became a
priority task for the government. Education has thus been key in the reconstruction and growth of the
country. While Korea quickly attained high level of enrollment and performance, this success didn’t come
without drawbacks. The intense competition in education gradually led to seriously jeopardize student’s well-being. In this context, this presentation will assess and diagnose the strength and weakness of the Korean education system and provide recommendations focusing on the following question: How can Korea combine outstanding academic performance with students’ well-being?
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
CIES 2017 From Access to Equity (3) 21st Century SkillsYoung Lives Oxford
21st Century Inequality? Transferable skills and who learns them
Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
CIES Conference, Atlanta, 6-9th March 2017
21st Century Inequality? Transferable skills and who learns them
by Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
presented at CIES International Conference
Atlanta, 6-9th March 2017
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES
Atlanta, 9 March 2017
Unequal outcomes: the role of school effectiveness in shaping learning trajectories
by
Jack Rossiter, Education Research Officer, young Lives
University of Oxford
CIES International Conference
Atlanta, 9 March 2017
Marriage and Divorce among Adolescents: Before and After COVID19, why we can'...Young Lives Oxford
For many young people, adolescence is a time when the world opens up as they choose their future paths. But for those living in the most marginalised families, their choices remain limited. Twelve million girls are still married under the age of 18 every year, and UN agencies warn of a doubling of this number due to the coronavirus pandemic.
This presentation was delivered on the 19th of May, as part of a webinar, organised by Young Lives, Child Frontiers, Girls not Brides and GreeneWorks, and included a presentation from WHO's Chandra Mouli.
The webinar brought together Girls Not Brides’ Agenda for Action in the face of COVID-19, new research from Young Lives and Child Frontiers on married, cohabiting and divorced adolescents, and GreeneWorks’ research on the pathways and obstacles to leaving child, early, and forced marriage.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This presentation by Tanya Barron, Chief Executive Officer of Plan International UK, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Challenges and Priorities - Child protection and use of evidence to inform po...Young Lives Oxford
This presentation by Cornelius Williams, Associate Director and Global Chief of Child Protection at UNICEF, was delivered as part of the Child Protection panel 'How do we best support young people in situations of adversity?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Ensure strong beginnings and support for development from conception to adole...Young Lives Oxford
This presentation by Andy Dawes, Professor Emeritus in the Department of Psychology at the University of Cape Town, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
'How can we best support young people in situations of adversity?'Young Lives Oxford
This presentation by Alula Pankhurst, Young Lives Ethiopia Country Director, was delivered as part of the Child Protection panel at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Intersecting inequalities: Evidence from Young Lives IndiaYoung Lives Oxford
This presentation by Renu Singh, Young Lives India Country Director, was delivered as part of the Child Development panel 'Can we provide food for life and effective education for all?' at the 'Young Lives, child poverty and lessons for the SDGs' conference on 27th June, 2018.
Young Lives 2016-17 School Survey: Value-added analysis and school effectivenessYoung Lives Oxford
This slidedeck is from the Young Lives classroom observation sub-study dissemination event held in India on 1 June 2018. The event showcased learnings from the sub-study, and sought to answer questions such as 'where is value added in the classroom?', and 'who is taught by the most effective teachers?'.
A related blog reflecting on this event, written by Rhiannon Moore, is available here: http://younglives.org.uk/node/8694
System Expansion Step Three: Capitalising on Student Talents for a Middle-Inc...Young Lives Oxford
•Progress is strongly strongly linked to factors other than home background.
• Early achievement strongly influences whether students carry on at the expected rate.
• Encouraging enrolment on time and support for students that enrol late could provide smoother progression through the school system.
• To capitalise on talents of all: ensure that all students in the earliest grades reach minimum minimum expectations as a basis for smooth progress.
Beyond the basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
There are still inequities that need to be addressed at all stages of the Vietnamese education system, but we find that home advantage does not become more important than ability over time in determining learning outcomes
Private Schools in India: More Learning, More InequalityYoung Lives Oxford
Caine Rolleston and Rhiannon Moore tackle the following questions: What are the characteristics of children attending different school types? How do learning and learning progress compare across different types of school? How does this change when we include controls for student background? Within private schools, what is the relationship between fees paid and learning gains? Considering all of these things, what are the implications for equity within the Indian education system?
Learn, Grow and Thrive: An agenda to empower rural girls (evidence from the Young Lives study of childhood poverty) presentation at a side event of the Commission on the Status of Women 2018.
For more details of the side event, please see: http://younglives.org.uk/node/8615 and follow @yloxford on Twitter
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
Presentation from Professor Jo Boyden (Young Lives Director) and Dr Renu Singh (Young Lives India Country Director) at the International Association for Adolescent Health's 11th World Congress in New Delhi, 26th October 2017
Beyond the Basics: Access and equity in the expansion of post-compulsory scho...Young Lives Oxford
Young Lives researchers Padmini Iyer and Caine Rolleston explore access and equity in the expansion of post-compulsory schooling in Vietnam in this presentation delivered at UKFIET 2017, Oxford
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Problem solving and critical thinking: assessing performance among 15-year ol...Young Lives Oxford
Padmini Iyer and Caine Rolleston's presentation from UKFIET conference 2017 on assessing 21st Century Skills, drawing on Young Lives school survey data
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Measuring learning quality in Ethiopia, India &
Vietnam: from primary to secondary school
effectiveness
BAICE Conference,
12th September 2016
Padmini Iyer & Rhiannon Moore
Young Lives, University of Oxford
@yloxford
@p_iyer15
2. YOUNG LIVES OVERVIEW
4 country, dual-cohort study
12,000 children in 4 countries over 15 years
Ethiopia, India (Andhra Pradesh &
Telangana), Peru, Vietnam
Two age cohorts in each country:
- 2,000 children born in 2001-02
- 1,000 children born in 1994-95
From infancy to parenthood
Pro-poor sample: 20 sites in each country
selected to reflect country diversity, rural-
urban, livelihoods, ethnicity; roughly equal
numbers of boys and girls
3. AGES: 1 5 8 12 15
YOUNGERCOHORT
Following 2,000 children
OLDERCOHORT
Following 1,000 children
AGES: 8 12 15 19 22
Round 1 Round 2 Round 3 Round 4 Round 5
2002 2006 2009 2013 2016
VISUALISING THE HOUSEHOLD DATA
Same age children at
different time points
Qualitative nested sample
and surveys of children
in their schools
4. SCHOOL EFFECTIVENESS SURVEYS
Primary school effectiveness surveys:
implemented in Ethiopia and Vietnam
School effectiveness:
‘Value-added’ of one year of school
Cognitive tests at beginning and end
of school year
Background instruments and
psychosocial measures to
contextualise learning progress
Secondary school surveys: currently
taking place in Ethiopia, India and
Vietnam
5. LEARNING QUALITY: PRIMARY LEVEL
Core curricular domains: Maths,
reading comprehension
Tests linked to existing national
assessments in Vietnam & Ethiopia
Qualitative pre-piloting & larger scale
piloting to determine item suitability
Item functioning: difficulty, IRT ‘fit’
Multiple-choice Maths and language
tests
• Beginning and end of year tests
• Anchor items between tests
6. CONCEPTUALISING LEARNING QUALITY: SECONDARY LEVEL
‘Meaningful’ learning: ‘not only
acquiring knowledge, but also being
able to use knowledge in a variety
of new situations’ (Mayer 2002)
Transferable skills:
• Equip young people for labour
market, higher education
• Critical thinking, problem solving,
communication, teamwork (World
Bank 2014)
• ‘Next phase’ of quality education
(Rolleston 2016)
7. MEASURING LEARNING QUALITY: SECONDARY LEVEL
Cognitive domains:
• Maths
• Functional English
• Transferable Skills (problem solving
and critical thinking)
Item selection:
• Qualitative pre-pilots
• Large-scale pilots to identify ‘floor’
and ‘ceiling’ effects
• Classical Test Theory and 2-PL Item
Response Theory (IRT): difficulty, ‘fit’,
distractors
8. COGNITIVE TESTS: MATHS & ENGLISH
Tests developed following analysis of pilot data using CTT & IRT
Priority for Maths and English tests
Finely graded test scores in each country
Balance of domains different to suit each country
Ability to compare learning across countries
Common items on a common scale
E.g. English assessment common items, Wave 1
9. COGNITIVE TESTS: MATHS
Assessing Maths knowledge and skills
Appropriate content domains for each
country - led by curricula
E.g. Ethiopia’s Minimum Learning
Competencies for Grades 5-8
Cross-country cognitive domains
TIMSS 2015 framework
• Knowledge
• Application
• Reasoning
Number sense
and basic
number
competency
Integers and
Rational
numbers,
Powers and
Bases
Fractions,
Decimals,
Ratios and
Percentages
Area and
Perimeter,
Volume and
Surface Area
Basic Shapes,
Geometry and
Visual
estimation
Algebra:
concepts and
applications
Measurement,
Data
Interpretation,
Analysis and
Graphs
Problem
solving and
Applications in
daily life
10. COGNITIVE TESTS: MATHS
Cross-country Maths items from Wave 1:
0
.5
1
Probability
-4 1.19 4
Performance
India Ethiopia VietnamGrade level: 6
Cognitive domain: Reasoning
Content domain: Area, perimeter,
volume, surface area
% correct: Ethiopia 17%, India 33%,
Vietnam 46%
Shown here is a triangle with two of
its sides as 9 cm and 4 cm and a
square of side 5 cm.
Both of the figures have the same
perimeter. What would be the
length of the third side of the
triangle?
11. Testing ‘functional English’
Context specific application of English skills
What do 15 year old in these three countries need to use English for now
and in the future
CEFR grades A1 (basic user) – C2 (proficient user)
COGNITIVE TESTS: ENGLISH
word identification
and vocabulary
word meaning and
contextual vocabulary
sentence
comprehension and
construction
reading
comprehension
Identifying the
meaning of words
relating to a range
of topics, for
example school and
employment
For example, questions
requiring children to
identify the meaning of
an unfamiliar word
based on the context in
which it is used
For example completing
a sentence using an
appropriate word
Different types of
text, for example
posters, stories,
non-fiction texts
12. COGNITIVE TESTS: ENGLISH
Cross-country English items from Wave 1:
0
.5
1
Probability
-4 -.607 4
Performance
India Ethiopia Vietnam
Choose the word to complete
the sentence correctly for the
picture.
The boy is hiding ________ the
table.
CEFR Level: A1
Skill: Sentence construction and
comprehension
% correct: Ethiopia 62%, India 81%,
Vietnam 57%
13. COGNITIVE TESTS: TRANSFERABLE SKILLS
One-off test (end of year)
• Problem solving
• Critical thinking
Cross-curricular skills: developed
across school subjects, in ‘real-life’
situations
Problem solving:
• ‘an individual’s capacity to use cognitive
processes to resolve real, cross-
disciplinary situations where the solution
path is not immediately obvious’ (OECD
2003)
Critical thinking:
• ‘Skills such as inference and evaluation
which are applied to ill-structured
problems, for which there are no
definitive solutions’ (Kuhn 1991; Thomas
& Lok 2015)
14. COGNITIVE TESTS: TRANSFERABLE SKILLS
Problem-solving: adapted PISA items
PISA 2003: analytical problem solving
Adaptation: MCQ, context-relevant
Small-scale qualitative piloting:
encouraging in Vietnam & India
15. COGNITIVE TESTS: TRANSFERABLE SKILLS
Critical thinking: adapted CWRA+ items
Developed for use in US with middle
school & high school students (Council
for Aid to Education, 2015)
Context-specific adaptation underway
(following Schendel & Tolmie 2015)
Pre-pilots and pilots in India and
Vietnam over the next few months
16. PRIMARY SCHOOL SURVEYS: KEY FINDINGS
Ethiopia (James & Rolleston 2015):
Pupils make progress in Maths and
reading in Grades 4 and 5 – but
learning levels are low
Schools do ‘add value’
High value-added schools: teachers
with high Maths test scores; teachers
with university degrees
Rural children, pastoralist children &
children from the poorest households
make the least progress
• Pupils’ backgrounds are still an
important factor in learning
quality
17. PRIMARY SCHOOL SURVEYS: KEY FINDINGS
Vietnam (Rolleston et al 2013):
Pupils make progress in Maths and reading in
Grade 5 – and learning levels are as expected
Schools do ‘add value’
High value-added schools: working
electricity, teachers educated to degree
level, selective schools
Disadvantaged pupils start with lower scores,
but there is evidence of ‘catch up’
• Schools seem to help address wider
social inequalities
18. LOOKING AHEAD: SECONDARY SCHOOL SURVEYS
School effectiveness design will allow us to consider:
Progress students make over the course of one academic year;
Factors associated with these levels of progress;
The characteristics of schools with high and low ‘value-added’.
Cognitive tests will support new insights into:
‘Meaningful’ learning: do students have grade-appropriate
knowledge and can they apply it in less familiar contexts?
Transferable skills: to what extent do students have functional
English language, problem-solving and critical-thinking skills?
Common items will enable cross-country comparison
Survey will build upon extensive existing Young Lives
longitudinal data from household survey and previous
school surveys
19. Thanks for listening
Any questions or comments?
padmini.iyer@qeh.ox.ac.uk / @p_iyer15
rhiannon.moore@qeh.ox.ac.uk