- Browse/Search the Program
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Committee or SIG
Browse By Session Type
Browse By Keywords
Browse By Geographic Descriptor
- Information Menu
Search Tips
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
How to Measure What’s Being Measured? Integrating and Extending Frameworks for Education Measurement and Evaluation for Holistic Learning and Equity
Wed, March 13, 8:00 to 9:30am, Hyatt Regency Miami, Floor: Third Level, Johnson 1Proposal
Background: The ability to develop grounded and meaningful strategies to strengthen education measurement, data, and evidence (MDA) systems is predicated on our ability to conceptualize and analyze those systems. Two prominent education systems frameworks have emerged that include a focus on assessments, data, and information: the Research on Improving Systems of Education (RISE) diagnostic framework (Pritchett, 2015) and the Systems Approach for Better Education Results (SABER) tool (World Bank, 2011). Each framework has complementary strengths and challenges to use. The RISE framework considers how different elements of the education system - such as information, support, and goals – are aligned within and between different stakeholders to support academic learning outcomes. The SABER framework has a specific area - student assessment - that identifies quantifiable drivers of quality throughout the processes of collecting, analyzing, interpreting, and sharing information about academic learning outcomes.
However, there are also two major limitations to both frameworks. RISE and SABER focus only on academic learning outcomes, while globally education systems increasingly specifically emphasize supporting social, emotional, and related skills due to their importance for long-term academic, peace-building, employment, and health outcomes (Karanga, 2019). Second, neither RISE nor SABER specifically focus on understanding the power dynamics within education systems due to histories of colonialism, racism, conflict and displacement. Systems must be strengthened with explicit interrogation of and attention to power dynamics and equity among historically marginalized populations, including displaced persons; Black, indigenous, and ethnic minority populations; gender groups; and children with disabilities.
Process for integration and extension. A multi-lingual team of researchers from Colombia, Peru, the United States, and Argentina worked to initially integrate the RISE and SABER frameworks to retain the RISE focus on alignment within and between stakeholder feedback loops while including the SABER indicators around quality measurement, monitoring, and evaluation processes. Given project resource constraints, this integration was limited to feedback loops among formal educational authorities, non-formal education service providers and front-line service providers. We then developed and included additional criteria to assess education MDA systems’ alignment towards holistic learning learning and equity based on a targeted literature review. Finally, we reviewed the English and Spanish versions of the framework to promote usability and understanding as well as replicability in analysis.
Process for revision: We conducted a series of virtual and in–person workshops with two steering committees - one in Peru and one in Colombia - composed of current and former policymakers, researchers, and non-governmental organization staff. Various collaborative activities were designed to provide qualitative evidence on the face and content validity of the framework, after which the framework underwent another round of revision by the research team. Additional revisions will be undertaken following mixed-methods data collection with teachers, policymakers, researchers, and NGO/multilateral institution staff.
Discussion: This framework - developed through a collaborative multi-stakeholder process across institutions in the Global South and North - holds promise for ongoing efforts globally to strengthen MDA systems in a way that promotes holistic learning and equity (KIX, 2023). An interactive version of the framework will be presented for discussion.