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Outcomes
Mövenpick Hotel
Dubai
7th December 2017
Improving education and
assessment – principles
and practice in national
and international context
Roderic Gillespie
Director of Assessment 7 December 2017
Agenda
Innovation
driven
Knowledge
Student-centric,
based
values-driven
Skills intensive Ability-driven from 2012
Efficiency 1997–2011
Industrialisation driven
1979–1996
Survival
driven
1959–1978 5
Discussion – educational reform
• Curriculum coherence
Schmidt and Prawat; Oates; Trends in International Mathematics and Science Study (TIMSS)
• International comparisons
Using international comparisons to refine the National Curriculum (Oates): Ofqual; Schmidt &
Prawat, Raffe, Coles, Reynolds, OECD, Sahlgren
Awarding standard
• The quality of performance required (e.g. for a grade/pass)
Attainment standard
• How prepared for further study/employment?
- politicians say that they want to ‘raise standards’
I interpret the phrase ‘educational standards’, in the widest sense, to
mean the quality of educational provision, and I take that interest in
monitoring of such standards is motivated by a desire for valid information
upon which to base policies intended to improve that quality.
Secure
summative
assessments
School-based
Homework
assessments
Class tests
What is an assessment framework?
• An assessment framework is a key tool in communicating policy and practice to all stakeholders in
an education system, and can help ensure public confidence in the system.
• Producing an assessment framework is a consultative and iterative process, ideally involving
stakeholders at all stages.
• The assessment framework contains a clear statement of purpose for the assessment. This
describes what the tests and examinations are meant to achieve. Validity in any assessment
system depends on declaring a clear purpose, developing materials and processes that serve this
purpose, and ensuring, as far as possible, that users use it for the intended purpose.
• The assessment framework clarifies the principles and theory behind different approaches towards
effective assessment in each subject. Different subjects require different approaches to
assessment and this needs to be considered carefully when developing a framework.
• Assessment frameworks directly support the adoption and development of practical approaches in
schools. They set out expectations within a level in a subject and help schools to plan and deliver
learning programmes accordingly, and are useful tools in managing a period of curriculum change
or reform.
• Developing an assessment framework helps to identify where transitions within and between
subject programmes are well supported as well as showing where greater cohesion is needed.
• Assessment frameworks can be used to inform future development of programmes or qualifications
ensuring that they have a place in the wider provision for the subject, and that assessment has a
clear role and purpose in the learner’s progress through the subject.
• An assessment framework may also help inform innovations in assessment, such as the
development of digital or computer-based assessments.
What makes an effective assessment framework?
Formal externally
Classroom tests End of year tests graded tests (e.g.
IGCSE)
Declared purpose
Frequency and
timing
Assessment
outcome
Learning outcome
Threats to validity
Example assessment landscape
A Cambridge approach to improving
education
We use our considerable transnational expertise studying high
performing jurisdictions and experience in carrying out national
educational reforms.
We do not offer readymade solutions – rather we offer observations
from international comparisons, and insights into how best to learn from
these.
We do not borrow or ‘cherry-pick’ polices or initiatives – national
settings, strengths, drivers and challenges and cultural history and
development are all different.
We first work first to understand local structures, forms and context, and
control factors and their interrelationships before suggesting/developing
solutions.
We encourage ‘policy learning' – in context, addressing local challenges
and priorities (which need to be shaped and conditioned) and judgement
is required.
A Cambridge approach to improving
education
We always work collaboratively and believe in skills transfer and close
working with partners. This is crucial to the way we work and to achieve
effective change.
We understand the challenge of large-scale educational reform and
change – reform needs clear drivers and also needs to think about
appropriate incentives.
System capacity for change has to be considered; change has to be
managed, change absorbs resource and requires resource.
Preservation of curriculum coherence requires judgment, understanding
of local conditions and good governance (including monitoring and
evaluation).
Underpinned by theory, methodological
sources and antecedents
Email info@cambridgeinternational.org
or telephone +44 1223 553554
Panel discussion: Use of data in
improving outcomes in policy
The panel discussion will explore different perspectives on
the role and use of data in improving education outcomes.
Panel includes:
Tim Oates CBE Group Director of Assessment
Research and Development, Cambridge Assessment
Mounira Jamjoom CEO, Emkan Education
Dr Raquel Warner Acting Director of Academic Affairs,
Mohammed Bin Rashid School of Government
Using Data to inform Decision
making in Dubai Schools
Dr. Racquel Warner
Mohammed Bin Rashid School of Government
•PG page 23
• Standardizing expectations
Identify
Analyze Set Analyze
student Test Quantify
forces of learning school
learning hypotheses perceptions
change goals practices
needs
Strategies for Data-Driven Instruction
Benchmark Assessments
(MAP & CAT tests)
Formative classroom
assessments
More Often
The production and use of assessment in ‘outstanding’
schools has much in common with feedback loops (Burton,
2017)
Value of using data in schools
620 Bn
~125 Bn
825 Bn ~205 Bn (~60%)
(25% of
total KSA
budget)
~80 Bn
(~40%)
41 43
39 42 6 39 43 43
0 38 39 0 0
4 36 9 6
3 0
8
Gr 4 Gr 8 Gr 4 Gr 8 Gr 4 Gr 8 Gr 4 Gr 8 Gr 4 Gr 4
2011 2015 2011 2015 2011 2016
41 43
39 42 6 39 43 43
0 38 39 0 0
4 36 9 6
3 0
8
Gr 4 Gr 8 Gr 4 Gr 8 Gr 4 Gr 8 Gr 4 Gr 8 Gr 4 Gr 4
2011 2015 2011 2015 2011 2016
Opex per
# public students ~22K ~26K ~19K ~26K ~22K ~25K
(SAR)
+18% +18% +13%
Source: TIMSS Grade 4 & grade 8 Achievement (2011) and (2015), PIRLS 2011 & 2016
Schools Parents
Tim Oates,
Group Director, Assessment Development and Research
7 December 2017
Efficiency
http://www.gemseducation.com/organisation/education-solutions/impacting-education/the-efficiency-index/
http://www.gemseducation.com/organisation/education-solutions/impacting-education/the-efficiency-index/
Performance Ratios – school level
Contact Time
Outputs
Funding
Efficiency and quality
Data – what for?
Definition of ‘quality’
Goals and ‘public good’
Curriculum aims
Attainment, equity and engagement
Efficiency
Metrics
Target – complex criteria, thresholds
Contextual data
Outcomes data – domestic, international surveys
Two terms much misunderstood
Autonomy
Accountability
High expectations
Low expectations
Which data – who for – and how is it analysed
and used?
External review
State
Internal review
Locality
Lesson study/observation
School improvement
Thank you
Learn more!
Getting in touch with Cambridge is easy
Email info@cambridgeinternational.org
or telephone +44 1223 553554
Embedding change in
education systems
Accountability
Allied social
Selection
measures
Professional Assessment
development Inspection
Institutional Funding
structures
Pedagogy Curriculum
Governance
National
Information Institutional Framework
and guidance development
Control and policy instruments
Looking at the control factors cards, what are the priorities for
your context? Explain why you think they are priorities.
How might changes to your priority area(s) impact other
areas of the system?
Teachers Employers
Students Media
School Leaders Exam boards
Parents Curriculum support bodies
Ministry of Education Publishers
Ministry of Finance Teacher training organisations
Prime Minister Inspectorate
Universities
Key stakeholders: teachers
What did I choose to do?
How did I plan?
How can we encourage and What activities did I use?
Abstract
conceptualisation
Effective schools can be defined as those that successfully progress the learning and
development of all of their students, regardless of intake characteristics, beyond the
normal development curve.
Discussion
Refer to the control factors cards from the first activity and
the list of stakeholders from the second activity. Use both to
discuss what else and who else you will need to consider to
support your teachers and school leaders in making changes
and improving outcomes for your learners.
Email info@cambridgeinternational.org
or telephone +44 1223 553554
Working in partnership
The Bahrain National Examinations Project
Wafa Al-Yaqoobi,
Director, Directorate of National Examinations,
Education and Training Quality Authority, Bahrain
Karen Kester
Deputy Director, Education Services
Partnership journey
Background
The challenge
The approach
Lessons learned
Outcomes
Background
Directorate of Directorate of
Directorate of Directorate of Directorate of Private Schools Government
Academic Framework National & Kindergartens Schools
Cooperation Operations Examinations Reviews Reviews
Directorate of
Directorate of
Higher
Vocational
Education
Reviews
Reviews
Purposes of national assessment
Primary purpose:
to drive improvements in the education system
by providing rich information about performance
Secondary purposes:
to provide a beacon of good assessment practice
to provide robust information for the monitoring of standards over time
and for research into value-added
Scope of the project
to provide associated
capacity development
National Exams
In 2008 we ran a
pilot of the Grade
3 and Grade 6
assessments
The challenge
Recruitment support
The benefit of phasing
Open communication
Local
Establishment
Capacity Stakeholders Best Practice
of the DNE
Building
Standard exams
Recruitment and
Training of item Spread a culture based on
training of DNE
writers of assessment international best
Staff
and national practice
exams
Established
Established Training of model for building
procedures markers national
examinations
Result reporting
Establishing an to stakeholders Issue log and
Logistics of
assessment continuous
national exams
system improvement
Thank you
Learn more!
Questions?
Getting in touch with Cambridge is easy
Email info@cambridgeinternational.org
or telephone +44 1223 553554
A Cambridge Approach
to Improving Education
Tim Oates
December 2017
Our approach
Finland
Full system reform – pedagogic and curriculum content
First phase
From 1968, fundamental reform based on fully comprehensive model, highly
centralised, heavy State involvement. Revision of teacher training, grade tests,
State-approved textbooks, heavy school inspection
Second phase
Strategic move to higher institutional autonomy, office for textbook approval
closed in early 90s, inspection eased, data submission on school performance
continued – phase culminated in superlative performance in PISA 2000
Third phase
Decay in attainment, large programme of school closure, urban choice issues,
introduction of project-based cross-curriculum learning (20pc)
Throughout, to date, the final examinations (Abitur) fundamentally unchanged
Finland – avoiding superficial
understanding
USA
Full system reform – focus on attainment and equity
Evaluation analysis by Paul Peterson
Included Alberta
Mass USA
Hong Kong
Finland
Singapore
Of interest Japan
South Korea
Flemish Belgium
ED Hirsch
Sweden
Scotland
Australia
NZ
New curriculum in Singapore
Control factors
Explanatory factors
Control factors
1. curriculum content
2. pedagogy
3. assessment and qualifications
4. institutional development
5. institutional forms and structures
6. governance
7. professional development
8. accountability
9. inspection
10. funding
11. national framework
12. selection and gatekeeping
13. information and guidance about routes and choices
14. allied social measures
Control factors – unpacked
For the full set of ‘control factors’ see page 20 of the report
Explanatory factors
Alignment and coherence
‘Curriculum Control’
Size
It supports
• existing policy and action as well as development of new
initiatives and strategy
• small scale action as well as ‘grand’ reform
It emphasises:
• complexity
• resilience
• culture as an object of policy
• the importance of ideas
Cambridge Approach
Email info@cambridgeinternational.org
or telephone +44 1223 553554
Question and Answer Session
Charles Clarke
Former British Secretary of State for
Education and Skills