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Sector Program Numeracy : Promoting Mathematics Competencies in Pre-school and Early Grades

Sector Program Numeracy : Promoting Mathematics Competencies in Pre-school and Early Grades May 07, 2014 Kosovo in PISA 2015, Pristina, Kosovo Presenter: Lena Maechel, Education Advisor. Overview. Introducing GIZ Sector Programme Numeracy

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Sector Program Numeracy : Promoting Mathematics Competencies in Pre-school and Early Grades

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  1. Sector Program Numeracy: Promoting Mathematics Competenciesin Pre-school and Early Grades May 07, 2014 Kosovo in PISA 2015, Pristina, Kosovo Presenter: Lena Maechel, Education Advisor

  2. Overview Introducing GIZ Sector Programme Numeracy Activities of BMZ / GIZ in the field of Learning Outcomes Assessments in Early Grade Numeracy WhataretheCharacteristicsofEarly Grade Diagnostic Assessments? What Are the Purposes of Early Grade Diagnostic Assessments? Examplesof Early Grade DiagnosticAssessment Tools WhatareCriteriathat I coulduse? ExampleCriteria (contentdomains, implementation) Whatarethe different Typesof Assessments? What do I wanttoachieve? Community of Practice / Further Information

  3. Sector Program Numeracy: The sector program was commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) and is being implemented by GIZ in close cooperation with the Global Partnership for Education (GPE). Goal: Application-oriented approaches for strengthening of numeracy competencies in pre-school and early grades in low-income countries are ready for implementation. Program Duration: January 2013 – December 2014 (initial phase)

  4. Focal topics and outputs of the GIZ Sector Program Numeracy

  5. Activities of BMZ / GIZ in the field of LOA in Numeracy Coordination of multi-stakeholder “Working Group on Numeracy Indicators” (WGNI) in the framework of the Learning Metrics Task Force (LMTF) Landscape review of early grade numeracy assessments (2014, forthcoming) Data bank with information on assessment tools in early grade numeracy (2014, forthcoming) Desk Study “Early Primary Mathematics Education in Arab Countries of the MENA region” (2014, forthcoming) Desk Study “Learning Outcomes Assessments and Numeracy with Reference to Low-income Countries” (2012)

  6. WhataretheCharacteristicsof Early Grade DiagnosticAssessments? Non-curriculum based Sample orcensus-based Obtain a standardized score Once / twice per year Often not partoftheassessmentsystem in many countries Can focus on a fewindicatorsorcalculationof a total score

  7. What Are the Purposes of Early Grade Diagnostic Assessments? Gather data on early learning Examine students’ strengths and weaknesses Adapt / target instruction based on data Design of early interventions Place students in remedial programmes Inform curriculum design Increase parental involvement in childrens’ learning Inform policy dialogue Evaluate programmes .

  8. Examplesof Early Grade Diagnostic Assessment Tools Early Grade Math Assessment (EGMA) Test of Early Mathematics Ability (TEMA-3) Annual Status of Education Report - Mathematics (ASER) “Capability” in Kiswahili – Mathematics (UWEZO) Early Numeracy Test (ENT) Tools for Early Assessment in Math (TEAM) KeyMathDiagnostic Assessment (KeyMath-3) I Can Do Maths (ICDM) Others (EMDA; PAL-II)

  9. What are the Criteria that I could use? Selected Categories and Sub-categories*: • Overview (date, type, grade levels, oral vs. paper/pencil, cost) • Content (domains, item types, adaptable, alternate forms) • Implementation (materials, training, time, technology-based) • Analysis and Reporting (scoring, scaling, reporting, cut-scores, reliability, comparability, technology-based) • Evaluations (strengths, weaknesses, suggestions) • Further Information (developer, point of contact, web link) • User Feedback (rating system, comments) *Criteria taken from: International Guidelines for Test Use (ITC) & Standards for Educational and Psychological Testing (AERA, APA, NCME).

  10. Example: Tools with Respect to Content Domains

  11. Example: toolswithrespecttoimplementationcharacteristics

  12. Whatarethe different typesof Assessments? Public Examinations For selecting students for higher levels of education National Assessments For system evaluation, trend analysis and instructional improvement – not on individual students International Assessments For system evaluation, international comparison, trend analysis, instructional improvement Classroom-based Assessments For assessment of student strengths and weaknesses, targets classroom instructions, development of materials, instructional and learning improvement Diagnostic Assessments For gathering data on early learning, examining student strengths and weaknesses, targeting instruction, can be used for program evaluation

  13. What do I wanttoachieve? Many assessments exist to measure early numeracy – the most important part of assessment is to define the purpose. We need to determine whether information is needed for: measuring students achievements developing/improving classroom instruction program/progress evaluation policy dialogue  Key is tocollectusefulassessmentinformationfortheparticularneeds and thenensurethatit is appliedtowards a betterlearningenvironmentforchildren.

  14. Pleasejoinour Community of Practice Numeracy for Development http://www.globalpartnership.org/our-work/areas-of-focus/numeracy/community-of-practice/ https://collaboration.worldbank.org/groups/numeracy

  15. More Information: http://www.bmz.de/bildung http://www.globalpartnership.org/our-work/areas-of-focus/numeracy/ http://www.giz.de/expertise/downloads/2013-Sector_Programme_Numeracy.pdf Contact: numeracy@giz.de lena.maechel@giz.de

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