Education Outcomes and Poverty: A Reassessment (Education, Poverty and International Development)

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This is the equivalent of using a set of scales that only measure up to ten stone to monitor adult weight in the UK: such an approach would tell you very little about the vast majority of the population. Teachers and students tend to see the contents of assessments as reflecting what students should learn and what teachers should teach. In doing so, they re-orientate what is taught in the classroom away from what is most beneficial for students. There is a strong value for money argument, then, to invest in developing quality assessments so that these costs provide the most amount of accurate information possible.

Education assessments can have real, wide-reaching and significant effects.

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Key findings can influence, for example, education reform, language of instruction policy, disbursements for service providers, the continuity of programmes, school funding, parental school choice and teacher pay. The quality of the evidence must reflect the weight of the decisions they seek to impact. In short, while value for money and rapid information are important, we need to think through the real implications for value and utility — as the next GEM Report on Accountability will surely do — because learning assessments are increasingly used as a basis for key decisions in education delivery.

The measurement issues discussed are sensible, but whom does measurement help?

The most direct beneficiaries seem to be donor staff doing their jobs. In which poor countries was measurement used to improve instruction with practically significant result? The author perhaps can give us examples. It will be interesting to see when instruction will get the attention and detail that measurements get. Hopefully some time before Like Like. Pingback: Poor quality learning assessments …. Pingback: Poor quality learning assessments are crumbling under the weight of the decisions they inform World4Justice : NOW!

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Lobby Forum. Good summary Rachel of quality of the measurement instrument. We really need to focus more on these qualities to ensure that observed abilities of learners match with true abilities. It is necessary to get educators, teachers, community, administrators even input from students at k level to decide on what is to be taught and learned. From there it should be somewhat easy to find unobtrusive ways to monitor and evaluate to determine mastery. Perhaps findings from IEA international surveys on curriculum, teaching, evaluation, administration, financing, etc can be helpful.

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Skip to content. Developing robust learning measures is a complex task While it is relatively simple to measure something in the physical world, such as height or weight, measuring learning requires a more complex and nuanced approach. Low quality measures produce a lack of information An assessment that is too easy or too difficult for the vast majority of students leads to a lack of information, defeating the purpose of the assessment.

Traditional survey data can be used to count, compare, and predict. The strength of the PPA is not in counting but rather in understanding hidden dimensions of poverty and analyzing causality and processes by which people fall into and get out of poverty. PPAs are also distinguished from anthropological studies because the latter analyze few communities in depth, whereas PPAs analyze various communities of a country. PPAs also focus on policy decisions which anthropological studies don't need to. Within PPAs, various methodologies exist.

Some PPAs use more than one methodology.

PPAs can last from several weeks to several months. In addition, "secondary stakeholders" i.

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Save the Children and Oxfam , academic institutions, etc. Participatory poverty assessments confirmed the multidimensional nature of poverty i. For instance PPAs have obtained information on sensitive topics such as child prostitution , drug use, and domestic violence in relation to poverty. In Zambia , PPAs discovered that the timing of school fees caused economic stress for households, so new legislation to change this timing was proposed. In Niger , a PPA found that the poor see education only as a seventh priority for poverty reduction due to "the concern that what children learn had little relevance to getting people out of poverty".

As a result of this PPA, food security was prioritized. From Wikipedia, the free encyclopedia.

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