1. Learning Metrics Task Force A Global Vision for Measuring Learning

2. Why now? A confluence of global policy events presents a unique window of opportunity Education First MDGsEFA

3. What does the task force aim to accomplish? Build consensus on measuring learning among the global education community Develop concrete recommendations for measuring learning at the global and national levels Have recommendations translated into action (including inform the post-2015 agenda) Long-term: Shift the conversation on education from access to access plus learning, and improve learning outcomes for children and youth

4. Theory of Change Robust measurement of learning outcomes at the global and national levels are critical to improving education policy and ultimately learning levels.

5. 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.

6. 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: 1.What learning is important for all children and youth? 2.How should learning outcomes be measured? 3.How can measurement of learning improve education quality?

7. Co-Chairs Public Consultation LMTF Structure Task Force Members Secretariat Standards Measures & Methods Implementation UIS & CUE Working groups of technical experts Open, global, online and in person Nat’l govts, regional bodies, civil society, donors, EFA- convening agencies

8. Phase I: What learning? Phase II: What measures? Phase III: How to do this?

9. Phase I What learning is important for all children and youth?

10. 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

11. 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.

12. Phase II How should learning outcomes be measured at the global and national levels?

13. 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

14. Geographic Representation Phase II Consultation Period (12/2012 – 02/2013) Received feedback from nearly 500 participants in 49 countries

15. Dubai Meeting: 20-21 February 2013 Three Questions to Answer 1.What measures to recommend for global levels? 2.What approaches to recommend for measuring learning at national and global levels? 3.What is the TOR for the Implementation Working Group? Hybrid Model

16. 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

17. Phase II Decisions from Dubai Six areas of measurement that represent learning opportunities which enable children and youth to succeed in a globalized society. 1 1 2 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.

18. Six Areas of Global Measurement* 1.Access to and completion of learning opportunities. 2.Exposure to a breadth of learning opportunities across all seven domains. 3.Early childhood experiences that result in readiness for primary school. 4.The ability to read and understand a variety of texts. 5.The ability to use numbers and apply this knowledge to real-life situations. 6.An adaptable, flexible skill set to meet the demands of the 21 st century. *Should show achievement levels, progress over time, and equity disparities

19. 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).

20. 2. Exposure to a breadth of learning opportunities across all seven domains Based on national curriculum and potentially instructional practices

21. 3. Early childhood experiences that result in readiness for primary school A holistic measure across at least five domains: o Physical well-being o Social and emotional o Literacy and communication o Learning approaches and cognition o Numeracy and mathematics

22. 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

23. 5. The ability to use numbers and apply this knowledge to real-life situations. Measured at primary and lower secondary

24. 6. An adaptable, flexible skill set to meet the demands of the 21st century. Measured at lower secondary Might include: o Environmental awareness o Collaborative problem solving o ICT digital literacy o Social responsibility o Other subdomains

25. 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

26. 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

27. Neutral Int’l Advisory Tracking Progress Official Mandate Standards & Guidelines Convening Partners Nat’l Capacity Building Links to Funding Advisory Group on Global Learning Potential Functions

28. Phase III How can measurement of learning improve education quality?

29. Phase III on Implementation Working group led by Dzingai Mutumbuka, 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

30. 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/learningmetricshttp://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. LearningMetrics@brookings.edu On On Twitter follow @RebeccaWinthrop