Are assessments and standardized tests critical to measuring the effectiveness of educational systems? How can communities demand accountability from local schools? Suvojit Chattopadhyay argues that assesments can serve as a lever to improving education.
In our last two blogs, we spoke about why measurement is key for development professionals and what should we measure? and about some take-aways from the medical profession on the measurement of competencies and performance. In this blog, we discuss specific ways we can use those lessons and apply them to the development sector.
As we discussed, in the medical world, lessons learned in competency and performance measurement relate to:
The focus on competencies, performance, and the space in between
Competence being specific to situations and existing on a continuum
Assessment as a program of activity that uses multi-source qualitative and quantitative information
The importance of the reproducibility of assessments
Encouraging the use of a portfolio.
But how can the above be specifically applied to development? Development practitioners can certainly take a page from the medical profession, as the stakes for getting measurement right are no less than bettering the lives of those who live on less than a dollar a day.
Over the past several decades, developing countries have made remarkable progress in achieving quantitative education targets. Since the turn of the millennium, almost 50 million children around the world have gained access to basic education – and most are reaching completion. But as recent PISA data shows, this is not typically the case for qualitative improvements in education. A persistent learning gap remains for an estimated 250 million children who are unable to read and do math, even after spending three or more years in the classroom.
The headlines started to stream as soon as the PISA results were in: “Asian countries top OECD's latest PISA survey.” “Poor academic standards.” “Students score below international averages.” It depends on the country, of course. A time to celebrate for some, a time to lament for others.
I recently came across a report card from my secondary school days in Ireland. It was an interesting read. My progress in areas as diverse as mathematics, singing, Irish language, and physical education was reported on in the form of marks, grades, and narrative feedback. Some teachers provided little information on my learning. Others went into detail. I was impressed by the number of areas in which my progress had been assessed (less so by my lack of singing ability, which, evidently, had been spotted early on!).
Flash forward to 2013, and there is a conversation raging in the development community about how to measure and report on learning globally. A huge concern is the fact that too often children leave school without acquiring the basic knowledge and skills they need to lead productive lives. To make matters worse, there is a global data gap on learning that is impeding efforts to better understand this crisis and how to achieve learning for all.
Most educational interventions are widely considered successful if they increase test-scores -- which indicate cognitive ability. Presumably, this is because higher test-scores in school imply gains such as higher wages later on.
However, non-cognitive outcomes also matter---a lot.
All eyes are focused on South Africa this year: it both hosts the World Cup and celebrates its 20th anniversary since the end of apartheid when Nelson Mandela walked those historic steps to freedom. In post-aparteid South Africa, education promised to hold part of the answer towards creating a fairer society. Development through education – would lead to freedom. The burning question remains - has this been achieved?
In a 2007 World Bank publication, Shafika Isaacs summarized the desired changes South Africa hoped to undertake:
A lot of my work is on test-scores. Here is a (very partial) list of what we know about test-scores, why they may be important (and why they may not). In future blogs we hope to take up each of these topics in greater detail. We cite the papers we know below.
Test-scores, Enrollment and Growth: Macro Picture
- Enrollment and growth are not related according to Pritchett’s classic paper on “Where has all the education gone”. The missing ingredient may well be test-scores. There is a positive association between test-scores and growth as Hanushek and Woessmann argue.
- Further work by Hanushek and Woessmann suggests that these effects may be causal. Particularly interesting is the fact that home-country cognitive skills affects the earnings of immigrants to the United States.
|Red deer from the Mongolia Red List for Mammals.|
The Red Books and Red Lists, produced regularly by the International Union for Conservation of Nature, are fundamental tools in the monitoring of the conservation status of the world’s animals and plants. On publication, the news they generate is very significant but generally rather depressing. However, these global Red Lists have their limitations at national levels – when species are nationally very common but globally threatened – or when species are very rare and threatened, with no global conservation concern whatsoever.
Take the Red Deer in Mongolia for example. Globally this is formally of ‘Least Concern’ (pdf) – the lowest category – because it has an enormous range, is managed for hunting in many countries, and effectively protected in others. But in Mongolia, its status is the highest possible ‘Critically Endangered’ (pdf).