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The Learning Metrics Task Force (LMTF) aims to establish robust measurement of learning outcomes at the global and national levels, in order to improve education policies and learning levels. Through a year-long consultation process, the task force engages high-level political actors, technical experts, and practitioners to build consensus on important questions related to learning. This includes determining what learning is important for all children and youth, how learning outcomes should be measured, and how measurement of learning can improve education quality. The task force is structured with co-chairs from national governments, regional bodies, civil society, and donors, as well as working groups of technical experts. The LMTF envisions a global approach to measuring learning outcomes that covers early childhood through lower secondary education.
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Learning Metrics Task ForceA Global Vision for Measuring Learning
Why now? A confluence of global policy events presents a unique window of opportunity
Theory of Change • Robust measurement of learning outcomes at the global and national levels are critical to improving education policy and ultimately learning levels.
Scope • LMTF was convened to build consensus on global aspiration for learning and the measurement of learning outcomes. • Assessments alone will not improve the quality of instruction or learning environments. They provide info to enable policymakers and educators to develop strategies for improving learning, while taking into account many other factors.
Three Core Questions The task force engages high-level political actors, technical experts and practitioners in a year-long global consultation process in order to build consensus around three questions: What learning is important for all children and youth? How should learning outcomes be measured? How can measurement of learning improve education quality?
LMTF Structure Co-Chairs Nat’l govts, regional bodies, civil society, donors, EFA-convening agencies Task Force Members Public Consultation Open, global, online and in person Working groups of technical experts Standards Measures & Methods Implementation Secretariat UIS & CUE
Phase I: What learning? Phase II: What measures? Phase III: How to do this?
Phase IWhat learning is important for all children and youth?
Key Decisions from Phase I • Seven domains of learning • Hybrid approach • Open to existing and to-be-developed measures • Recommendations will cover early childhood through lower secondary
Main Points from Report No. 1 • TF response to what learning is important for all children and youth? • Presents vision for what every child every child everywhere should learn. • Based on task force consensus, working group expertise and research, and input from more than 500 participants in 57 countries.
Phase IIHow should learning outcomes be measured at the global and national levels?
Measures and Methods Working Group • 57 members in 23 countries • All international and regional assessment bodies were invited: IEA, OECD, SACMEQ, PASEC, LLECE • Range of expertise and perspectives: assessment organizations, NGOs, academia • Worked virtually from October – February to draft recommendations • Met in person at UIS in Montreal • 20-21 January
Geographic Representation Phase II Consultation Period (12/2012 – 02/2013) Received feedback from nearly 500 participants in 49 countries
Dubai Meeting: 20-21 February 2013 Three Questions to Answer What measures to recommend for global levels? What approaches to recommend for measuring learning at national and global levels? What is the TOR for the Implementation Working Group? Hybrid Model
Key Debates in Dubai • Scope of measurement and unintended consequences • International comparability and statistical rigor • Measuring learning in school vs. out of school • Accounting for a diversity of contexts and learning levels
Phase II Decisions from Dubai 1 • Six areas of measurement that represent learning opportunities which enable children and youth to succeed in a globalized society. 2 • Explore the feasibility of setting up a mechanism to: • Track progress against the global domains of measurement • Help build national capacity for measuring learning.
Six Areas of Global Measurement* The ability to read and understand a variety of texts. The ability to use numbers and apply this knowledge to real-life situations. An adaptable, flexible skill set to meet the demands of the 21st century. • Access to and completion of learning opportunities. • Exposure to a breadth of learning opportunities across all seven domains. • Early childhood experiences that result in readiness for primary school. *Should show achievement levels, progress over time, and equity disparities
1. Access to and completion of learning opportunities • Recognizes the unfinished access agenda. • Allows for a broad definition of schooling, including any intentional learning programs (formal, nonformal or virtual).
2. Exposure to a breadth of learning opportunities across all seven domains • Based on national curriculum and potentially instructional practices
3. Early childhood experiences that result in readiness for primary school • A holistic measure across at least five domains: • Physical well-being • Social and emotional • Literacy and communication • Learning approaches and cognition • Numeracy and mathematics
4. The ability to read and understand a variety of texts. • Learning to read in early primary • Reading to learning at the end of primary and lower secondary
5. The ability to use numbers and apply this knowledge to real-life situations. • Measured at primary and lower secondary
6. An adaptable, flexible skill set to meet the demands of the 21st century. • Measured at lower secondary • Might include: • Environmental awareness • Collaborative problem solving • ICT digital literacy • Social responsibility • Other subdomains
Why a Hybrid Approach? • A system of global measurement will only be effective in improving learning outcomes if there is a simultaneous focus on improving national and classroom-level assessments. Classroom: all domains, formal and informal assessment National: Key domains of national curriculum Regional: Regionally identified common domains Global Domains
National Level Capacity • Implementation Working Group will develop a “roadmap” to improving learning assessment at the country level, with guidance for countries at various capacity levels • Communities of practice • build on existing steering committees, national councils, etc. • Comprised of ministry, academia, civil society, teachers, others
Phase IIIHow can measurement of learning improve education quality?
Phase III on Implementation • Working group led by DzingaiMutumbuka, ADEA Chair and former Minister of Education of Zimbabwe, will investigate: • Feasibility of setting up a neutral international advisory group on global learning measurement. • How governments can convene stakeholders to improve learning measurement across the seven learning domains. • Communities of practice • Resources and financing needed for implementation. • How to operationalize the two new areas of measurement: breadth of learning opportunities and 21st century knowledge and skills
Learn more and get involved… For updates on the Learning Metrics Task Force and information about working groups and consultations, please visit http://www.brookings.edu/learningmetrics To receive email updates on the Learning Metrics Task Force, please send your name, organization, and email address to: LearningMetrics@brookings.edu. On On Twitter follow @RebeccaWinthrop
