Learning Metrics Task Force
Virtual Briefing
April 2015
LMTF 2.0 – Five Key Results
1.
Technical: Seven indicators for global tracking developed, with cross-cutting
focus on equity
2.
Institutional: Support at least 10 countries in adapting LMTF
recommendations to improve assessment systems and use of assessment
data to improve learning
3.
Political: Recommendations inform the post-2015 education and
development agendas
4.
Assessment as a Public Good: Develop a strategy for advancing an agenda
in which learning data is supported as a global public good
5.
Knowledge Sharing: Actors and experts in learning assessment share
knowledge and coordinate efforts virtually and in person.
Technical Update
Reading and
Numeracy
Learning for
All / Age
and
Education
Matter for
Learning
• UIS is convening the dialogue of developing an approach for monitoring learning outcomes.
• A meeting was held in February 2015 to discuss an approach to develop and validate common
learning metrics for reading and mathematics, which was proposed by ACER and UIS. UIS is
currently conducting an expert consultation to inform technical questions that arose as a result
of the meeting and is inviting further proposals for consideration. The consultation will run until
15 May 2015, after which UIS will communicate the next steps for developing an approach (and
indicators) for monitoring learning outcomes post-2015.
• Two desk reviews on assessment and numeracy commissioned by BMZ/GIZ can be retrieved
online: On ‘Learning Outcomes Assessments and Numeracy’ and on ‘Assessment Tools for
Numeracy Education in Pre-School and Early Grades’
• Catalogue of Learning Assessment, which compiles information on public examinations,
national and international assessments that countries are administering to monitor learning
levels of their student populations is now available online for more than 30 countries. Data from
the catalogue will also be used to develop indicators for monitoring learning outcomes
measurements and their characteristics.
• UIS released new data on educational attainment/mean years of schooling using a new
methodology to adjust for durations of education programmes assigned to different age cohorts.
New educational attainment data, with expanded time series and new estimates of mean years
of schooling was released in March 2015 and includes more than 500 MYS estimates for
approximately 120 countries.
• UIS and GMR hosted a workshop on framing and measuring inequalities in the post-2015
education targets. A blog series has been launched that considers the challenges facing the
international community in measuring and monitoring inequalities in education, proposals to
reduce them, and ways to ensure that equity concerns are understood by broad audiences
involved in policy-making, financing and implementation.
Technical Update
Ready to Learn
• The Measuring Early Learning Quality and Outcomes group convened in early 2014 to
promote feasible, accurate and useful measurement of children’s development and learning
and the quality of their learning environments. Led by UNESCO, World Bank, CUE and
UNICEF, this consortium of experts, NGOs, and multi-laterals has worked together to build
upon current measurement tools to develop guidance and approaches designed to be taken
up at scale by low and middle-income countries.
• The MELQO tools are being designed to integrate measures of child development/learning
and measures of quality, to provide specific recommendations on how to support children’s
learning. Initial field testing of the child development and learning tools (direct child
observation and parent/teacher report) have been conducted in Kenya, Sudan, and
Bangladesh. The quality tools are being developed and will be ready for field-testing in
July/August 2015.
• UNESCO hosted the second Forum on Global Citizenship Education in Paris in January
2015 which focused on future policy directions at the global level, country implementation,
and expanding partnership s in light of the post-2015 agenda. The UNESCO Clearinghouse
on GCED hosted by APCEIU was launched at this forum.
Citizen of the
World
• The Global Citizenship Education Working Group was convened by UNESCO, GEFI YAG,
and CUE in 2014 and agreed on eight key components of GCED which are currently being
discussed by youth around the world via consultations by the Youth Advocacy Group. The
working group will be conducting research on measurement options for each of the eight key
competencies, looking at both formative and summative assessment and new frontiers for
measuring learning in these areas.
Breadth of
• In order to track children’s exposure to learning opportunities across the seven domains of
Assessment as a Public Good
• IPAL has a new name: Assessment for Learning (A4L): An International
Platform to Support Learning Assessment.
• GPE continues to lead consultations for the Task Force on the concept
note, which is in the final stages of revision after both the LMTF Forum
and the Learning Metrics Partnership meeting, and will be circulated to the
LMTF, and then to the public, in early May.
• Key Feedback:
 Emphasis on convening role and partnership approach
 Focus on closing the feedback loop to the classroom through analysis and policy use
of results, while being clear about the system-level scope of this platform
 Gathering of contextual data along with learning data will be key to obtaining useful
take-aways for improving learning
 LMTF 7 domains will be promoted, but implemented on a demand-driven basis.
 Reinforce the focus on sustainable country-level capacity-building as the primary
priority over global data
Institutional: Learning Champions
• 15 Learning Champions came together in Kigali to:
• Present the results of national mapping and planning exercises to receive feedback
and to finalize these for moving to the implementation stage.
• Discuss conceptual and practical guidance on key aspects of the strategic
dimensions of LMTF
• Clarify the roles and relationships of the LMTF Secretariat and Task Force members
(globally and at the country level) and specify strategies and actions to undertake
after the conference to provide appropriate support to Learning Champions.
• Identify available tools, technical assistance, and potential funding sources to
implement Learning Champion plans.
• Cultivate a sense of common mission and collaboration among the Learning
Champions and identify concrete strategies for supporting consultation and
cooperation after the conference within (and across) regions.
Institutional: Learning Champions
Next Steps:
• Follow up calls with each Learning Champion
• Providing resources (linking with technical experts)
• Launch Online Platform
• LMTF Learning Champion Post-Kigali Checklist
• Regional Meetings
Institutional: Pakistan Learning
Champion Update
Baela Raza Jamil
Saba Saeed
Institutional: Pakistan Learning Champion
Tool Development Process
• Plan to test the assessment domains in three phases. At max, two
domains will be tested in each phase.
• Phase 1: End of May
• Phase 2: Early September (tentative date)
• Phase 3: Early November (tentative date)
• Grade Coverage: ECE, Grade 2, Grade 5 & Grade 8
• Each test will take 50 Minutes
Institutional: Pakistan Update
LMTF Domains for Each Phase:
Phase I
• Numeracy &
Mathematics
• Literacy &
Communication
Phase II
• Learning
Approaches &
Cognition
• Science &
Technology
Phase III
• Social &
Emotional
• Culture & Arts
• Physical Well
Being
Institutional: Pakistan Learning Champion
Agencies Involved
Literacy
Punjab
Examination
Commission
Provincial
Institute for
Teacher
Education
Provincial
Education
Assessment
Center
Numeracy
National
Education
Assessment
System
Kashmir
Education
Assessment
Center
Institutional: Pakistan Update
Assessment Framework for “Literacy and
Communication”
• The framework for Literacy & Communication has been developed for
Grade 5 and will be used as a guideline to prepare the framework for
Grade 2 and Grade 8
• The framework will be testing three skills: Speaking, Writing and Reading
• The following is the composition of items for Grade 5:
No. of Items
Reading 12 (48%)
Writing
9 (36%)
Speaking 4 (16%)
Total
25 (100%)
Institutional: Pakistan Update
The Test will be administered using the following time
distribution:
Test Duration (Minutes)
Reading
Writing
Grammar and Punctuation
Speaking
20.5
12.5
9
8
Total
50
Institutional: Pakistan Update
Test Specifications
Institutional: Pakistan Update
Assessment Framework for “Numeracy &
Mathematics”
•
Framework and assessment tools developed for Grade 2,
Grade 5 & Grade 8
•
Test specifications are in the process of being reviewed and
slight changes are expected in total marks and total items
Institutional: Pakistan Update
Test Specification for Grade 2
Unit Unit Title
No.
Knowledge Comprehension Critical thinking Total
(15%)
(70%)
(15%)
Marks
(1)1
(2)7
(1)1
9
(4)8
(1)2
10
1
Numbers
2
Number Operations
3
Measurement of Length,
Mass and Capacity
(1)1
4
Time
(1)1
5
Geometry
(2)2
(1)3
5
20
Total Marks
(2)2
3
(1)2
3
5
5
30
Institutional: Pakistan Update
Test Specification for Grade 5
Unit
No.
Unit Title
1
Knowledge
(15%)
Comprehension
(70%)
Numbers and Arithmetic
Operations
(1)1
(1) 2
3
2
HCF and LCM
(1) 1
(2) 2
3
3
Fractions
(1) 1
(1) 2
3
4
Decimals and Percentages
(2) 2
2
5
Distance, Time and
Temperature
(2) 3
3
6
Unitary Method
7
Geometry
(1) 1
(1) 5
6
8
Perimeter and Area
(1) 1
(1) 2
3
9
Information Handling
(1) 2
2
Total Marks
Higher order
thinking Skills
(15%)
(1) 5
5
20
5
Total
Marks
5
30
Institutional: Pakistan Update
Test Specification for Grade 8
Unit
No.
Unit Title
1
Operations on Sets
2
Real Numbers
3
Knowledge
(15%)
Comprehension
(70%)
Higher order
thinking Skills
(15%)
Total
Marks
(1)2
2
(1)2
3
Number Systems
(1)2
2
4
Financial Arithmetic
(1)2
2
5
Polynomials
(1)2
2
6
Factorization, Simultaneous
(1)1
(1)5
5
Equations
7
Fundamentals of Geometry
8
Practical Geometry
(1)5
5
9
Areas and Volumes
(1)2
2
10
Demonstrative Geometry
(1)2
3
11
Introduction to
Trigonometry
(1)2
2
12
Information Handling
Total Marks
(1)1
(1)1
1
(1)1
5
1
20
5
30
Institutional: Pakistan Update
Upcoming Meeting
•
Third LMTF Pakistan National Stakeholders Meeting will be held in
Peshawar, KPK on 4th and 5th May 2015.
•
The meeting will be centered around finalizing the assessment
framework and assessment tools.
•
Methodology and sampling framework for the survey will also be
discussed.
•
BLOG: http://www.brookings.edu/blogs/education-plusdevelopment/posts/2015/03/27-quality-education-in-pakistan-jamil-saeed
Institutional: Regional Collaboration
• Based on LMTF recommendations and consultations
• LMTF Forum brought together representatives from the Learning
Champions with Task Force members and technical experts to support the
development and implementation of Learning Champion action plans.
• Possible outcomes of regional collaboration:
• Learn from each other through examining the various approaches
to assessment each country is undertaking
• Develop or adopt a common framework or typology to help
Learning Champions identify their baselines and track progress on
various indicators
• Communities of Practice extending beyond LMTF
• Regions: Sub-Saharan Africa, Middle East & North Africa (MENA), South
Asia, the Americas
Post 2015
•
EFA Steering Committee meeting held on 8-10 April 2015 during
which the updated version of the Framework for Action (tentative
title) was discussed.
•
Further comments are currently being received by the EFA SC
members in order to update the latest draft to be shared and
presented during the WEF.
•
Updated version of the Framework For Action will be shared with
all Member States for comments to be discussed in Incheon by
end of week.
Post 2015
•
World Education Forum (WEF) will be held from 19-21 May 2015 in Incheon, Rep of Korea
•
WEF will be preceded by the NGO Forum on 18-19 May. To date, 141 Countries confirmed to
participate with 127 Ministers and 5 State Secretaries and 9 VIPs.
•
Parallel sessions by themes and by the OWG targets of the Education Goal 4. The following
6 key thematic debates are planned:
•
Equity and inclusion
•
Education in conflict and crisis
•
Financing
•
Gender equality
•
Quality education
•
Innovation in education (technology)
•
Learning assessment issues will be addressed in the “Quality Education” session, but
expected to take a holistic/broad understanding of learning assessment.
•
WEF will adopt a Declaration at the end of the conference. The recommendations and
outcomes of the WEF will further be used as basis for updating Framework for Action.
Knowledge Sharing: New Partners
• Call for New Partners released October 2014
• New LMTF 2.0 Partners:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
PASEC - Programme d’Analyse des Systèmes Educatifs de la CONFEMEN
The Global Learning Group, FHI 360
General Unit of Education Assessment, City of Buenos Aires
Lab for Evaluation, Analysis and Research in Learning (LEARN), Sao Paulo School of
Economics (FGV)
United Nations Relief and Works Agency for Palestinian Refugees in the Near East
(UNRWA)
School of Social Sciences & Humanities, University of Management and Technology
(Lahore, Pakistan)
Children's Global Network-Pakistan
Education Development Center
Tshwane University of Technology: Department of Educational Studies
Save the Children
Women Educational Researchers of Kenya (WERK)
Center for International Cooperation in Education Development
State Students Admission Commission of the Republic of Azerbaijan
The International Baccalaureate (IB)
Knowledge Sharing
• Online Platform: Basecamp to be launched this week
• Newsletter Partner Update – April 2015
• Next Partner Update – July 2015
THANK YOU!
Visit LMTF on the web:
www.brookings.edu/LearningMetrics
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LearningMetrics@brookings.edu