![]() The UIS brought together a diverse community of practitioners (including government officials, donors, non-governmental organizations and university researchers) to identify good practices in the design, implementation and use of oral reading assessments through the production of a series of case studies and articles. In response, the UNESCO Institute for Statistics (UIS) led a collaborative effort among implementers and practitioners to better understand and communicate what works when implementing oral reading assessments and why, within and across countries. ![]() Additionally, further development for the generation and use of assessment data to better inform programmes and policies must be encouraged. While there is strong and systematic support from donors for countries to measure oral reading skills, stronger advocacy and better use of resources are needed to improve learning outcomes. A growing number of assessment initiatives led by citizens rather than governments are being conducted in households to help fill the gaps in delivering quality education. For this reason, governments are increasingly focused on assessing reading among young children-primarily through oral reading assessments, which are no longer restricted to school settings. Reading is considered a gateway skill to all other learning. Thus, it is no surprise to find that five of the seven education targets highlight learning skills and outcomes of children and adults. The focus in the past on access to school has given way to a clear commitment to deliver on the transformative power of education with an emphasis on learning. With the new Sustainable Development Goal (SDG) for education, governments have pledged to ensure that every child is enrolled in school and learning by 2030. Background Paper for Education for All Global Monitoring Report 2015. Early learning assessments: a retrospective. Suggested Citation: Gove, A., Chabbott, C., Dick, A. The authors conclude with reflections and aspirations for placing country-driven learning assessment at the centre of post-2015 goals. ![]() Case studies illustrate the promise and pitfalls of working at national scale, while summary results from 10 nationally representative studies document the scope of the crisis in early learning. This paper reflects on the development and impact of the early grades reading and mathematics assessments, open-source tools applied in more than 60 countries and 100 languages. ![]() Yet clear, actionable metrics, particularly in the early grades and in the poorest countries, would continue to elude the sector. In Jomtien in 1990 and again in Dakar in 2000, world leaders committed to the measurement and improvement of learning as part of Education for All. ![]()
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