Universal Learning Scale - a proposal

• In Event: Universal Learning Scale: Conceptual feasible, operational doable?

Proposal

This paper will outline the process being undertaken by UIS and its technical partner, ACER-GEM to monitor Indicator 4.1.1 of the UN Strategic Development Goals. Indicator 4.1.1 refers to the percentage of children/young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics.

In order to monitor progress against this indicator, within and across countries, it is necessary to establish uniformly applicable definitions of the following features of the indicator:
1. What is reading?
2. What is mathematics?
3. What it means to be in grades 2/3?
4. What is the end of primary schooling?
5. What is the end of lower secondary schooling?
6. What is minimum proficiency in (i) reading and (ii) mathematics for each of the three target levels mentioned in points 3–5?

The definitions of reading and mathematics will be established via the development of a Global Common Framework for Reference in Mathematics and Reading. The draft frameworks -- which have been based upon existing assessment frameworks (eg ASER, PILNA, SACMEQ, PASEC, LLECE, TIMSS, PIRLS and PISA), national tests and a wide array of national curriculum documents -- will be demonstrated. The next stages in the development process – validation and alignment with existing assessments and curricula will be discussed.

The starting point for a process of reporting growth in reading and mathematical skills is to build a rich description of how learning typically progresses in each domain. The Framework for Reference in Reading, for example, comprises descriptions of progress in learning to read that spans from the early steps typically taken at (or before) the beginning of school entry, through to steps typically observed by students reaching into their secondary schooling (and even beyond). Similarly, progress is also described for developing mathematical literacy across a wide span of learning stages.

The next step in framework development is to undertake empirical studies through which particular existing assessments can be aligned with the framework. In this way, our aim is to make use of existing assessment programs, to support countries to extract additional value from their existing efforts through national and other assessment programs.

This approach contrasts with an alternative proposed by some that a form of universal basic test could be administered, and through that obtain directly comparable measures of reading or other targeted learning outcomes.

The paper will also outline the steps being undertaken to establishing the necessary definitions necessary for (3) to (6). In doing so it will present the processes that are being implemented to lead to the definitions being established and accepted.

Author

• Ray Adams, Australian Council for Educational Research