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TRANSCRIPT
Assessment of
Learning Outcomes in
Early Grade Numeracy
GIZ/GPE Numeracy Conference
Berlin, Germany
Dr. Jeff Davis
Dr. Yasmin Sitabkhan
School-to-School International
3-4 December 2012 (Revised)
STS-
International
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Guiding Questions (GIZ)
• Q1: What kinds of learning outcomes in
early grade numeracy need to be
assessed?
• Q2: What are the current practices in
assessment of early grade numeracy?
• Q3: What tools are available for the
assessment of early grade numeracy?
• Q4: What can be learned from the
assessment of early grade literacy?
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Q1: Kinds of Numeracy Outcomes
Universal
• Properties of quantity
• Conservation
• Subitizing
• Composing/decomposing number
• More than/less than relationships
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Q1: Kinds of Numeracy Outcomes
Specific
•How we represent – subtraction algorithms
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Q1: Kinds of Numeracy Outcomes
Concepts and skills
•Concepts: understanding “why”
•Skills: knowing “how to”
4 + 6 = ?
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Q1: Kinds of Numeracy Outcomes
Informal and formal
3 x 6 =
6 x 3 =
Mónica buys 3 oranges for
6 pesos each.
Mónica buys 6 oranges for
3 pesos each.
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Q1: Kinds of Numeracy Outcomes
Implications for assessment
• Universal and specific
• Concepts and skills
• Informal and formal
These distinctions are important to
consider when designing assessment
frameworks and tasks
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Q1: Kinds of Numeracy Outcomes
Currently popular numeracy frameworks
• TIMSS and TIMSS Numeracy
• Regional (SACMEQ, PASEC, SERCE, etc.)
• UNESCO/Brookings Learning Metrics
• EGMA, TEMA, ASER, UWEZO
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Q2: Current Assessment Practices
Types of assessments (World Bank)
• Public examinations
• National assessments
• International assessments (including
regional assessments)
• Classroom-based assessments (or school-
based, formative, continuous)
• Diagnostic assessments
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Q3: Available Assessment Tools
International numeracy assessments
•EGMA: Early Grades Mathematics
Assessment
•TEMA: Test of Early Mathematics Ability
•ASER: Annual Status of Education Report
•UWEZO: “Capability” in Kiswahili
•TIMSS Numeracy 2015
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Q3: Available Assessment Tools
EGMA
Activité2:ComparaisondesQuantités-Exercice
& FeuilleB2 · û
Regardecesnombres.Dis-moilequelestplusgrand.
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erreurssuccessives.Ü· Sil’enfantnerépond
pasaprès5SECONDES.
· Sil’enfantsauteuneligne,onlefaitrevenir.
@ (ü)1=Correct.;(û)0=Incorrectoupasderéponse.(O)Onencerclesil’élèves’autocorrige.
6 8 8 *1**0* 23 32 32 *1**0*
2 9 9 *1**0* 17 18 18 *1**0*
38 29 38 *1**0* 25 16 25 *1**0*
89 90 90 *1**0* 63 54 63 *1**0*
14 22 22 *1**0* 52 53 53 *1**0*
@ Nombrederéponsescorrectes:
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Q3: Available Assessment Tools
TEMA
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Q3: Available Assessment Tools
ASER
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Q3: Available Assessment Tools
UWEZONumeracy Test
55 49 24 +23 +30 +71 ------ ------ ------ 33 75 12 +42 + 21 + 64 ------ ------ ------- 23 77 45 +68 +25 +48 ------ ------ -----
89 76 52 -42 - 33 - 20 ------- ------ ------ 66 48 37 -55 - 4 -16 ------ ------ ------ 33 62 70 - 15 - 25 - 34
------ ------ ------ 97 51 62 - 48 - 13 - 39 ----- ------ -----
NUMBER
RECOGNITION
2 8 6
0 7 5
87 31 51
60 28 99
12 15 11 x 3 x 4 x 5 ----- ----- ----- 9 10 12 x 2 x 6 x 6 ----- ----- -----
300 shilingi + 200 shilingi = shilingi
800 shilingi – 600 shilingi = shilingi
200 shilingi + 150 shilingi + 150 shilingi = shilingi
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Q3: Available Assessment Tools
TIMSS Numeracy
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Q3: Available Assessment Tools
Need for development of new tools:
Classroom-based assessment
•“Strong evidence base” and “most
potential for improved learning outcomes
in literacy and numeracy”
•Integrated into daily teaching
•Observations, questioning, classwork,
homework, quizzes
•Requires teacher behavior change –
extensive training and materials16
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Q3: Available Assessment Tools
• Honduras www.av.dcnbhonduras.org
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Q3: Available Assessment Tools
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Q4: Lessons Learned from Literacy
Duncan et al. (2007)
• Predicting later school achievement from
school-entry measures (Canada, UK, US)
Meta-Analytic Regression Results (Standardized Coefficients)
Reading MathReading &
Math
Reading 0.24* 0.10* 0.17*
Math 0.26* 0.42* 0.34*
Attention skills 0.08* 0.11* 0.10*
Social skills -0.00 -0.01 -0.01
* Statistically significant at p < 0.001
Outcome Variables (Later Achievement)Independent
Variables (School-
Entry Measures)
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Q4: Lessons Learned from Literacy
Duncan et al. (2007)
•“All data sets suggest that reading and
math tests that were individually
administered to children by trained
personnel around the point of school entry
can be a highly reliable way of assessing
early skills.”
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Jeff Davis
Yasmin Sitabkhan
Thank you!