What can rich countries tell us about measuring learning - - PowerPoint PPT Presentation

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What can rich countries tell us about measuring learning - - PowerPoint PPT Presentation

Feb 26, 2023 116 likes •304 views

What can rich countries tell us about measuring learning inequalities? Anna Vignoles University of Cambridge How are inequalities in learning measured in developed countries ? Is there scope for measures to be aligned across contexts?

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What can rich countries tell us about measuring learning inequalities?

Anna Vignoles University of Cambridge

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  • How are inequalities in learning measured in developed

countries ?

  • Is there scope for measures to be aligned across

contexts?

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Inequalities between groups

Gender Ethnicity Socio-economic background Disability Sexuality

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How are inequalities monitored?

Census data tracking individual children through the system Rich survey data, e.g the UK birth cohorts International data PISA, TIMSS, PIRLS etc

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What measures of learning are used in the UK?

  • National tests of reading, writing and

maths at ages 7 & 11, linked to the curriculum

  • National tests of range of subjects at 16,

GCSEs

Achievement tests

  • Exclusions

Measures of non-cognitive development

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What measures of learning are used in the UK?

  • Participation in HE
  • Participation in elite HE
  • Vocational qualifications
  • Employment

Measures of longer run

  • utcomes
  • Some countries have developed their own tests

modelled on PISA

  • UK has linked PISA data to administrative data
  • Assess grade inflation claims, despite

misalignment of measures

  • Common metric would help here

PISA

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What measures of SES are used for system monitoring?

  • Measure of welfare receipt
  • Closely correlated with single parenthood

(50% of those eligible are in single parent households) and workless or low income households

Free school meal eligibility

  • Neighbourhood HE participation rate

(HEFCE’s POLAR2)

  • IDACI (Income Deprivation Affecting

Children Index)

  • IMD (Index of Multiple Deprivation)

Neighbourhood data (from population Census)

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In the UK the system is very well monitored.

  • For example you can do this…..
  • Linked individual-level administrative data

– School and HE records

  • State and private school students
  • Combine FSM and neighbourhood measures

– In Year 11 in 2001-02 or 2002-03

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¡ ¡ ¡

Male ¡HE ¡par*cipa*on, ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ by ¡depriva*on ¡quin*le ¡

10 20 30 40 % participating in HE at 19/20

State school pupils

10 20 30 40 % participating in HE at 19/20

State and private school pupils

Least deprived quintile 2nd quintile 3rd quintile 4th quintile Most deprived quintile

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  • When do inequalities in learning emerge and hence at

what points in the education life-cycle should we track learning ?

  • We know…

– Socio-economic gaps in cognitive skill emerge very early indeed – Strong intergenerational component to education

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The situation in the UK

Goodman & Gregg (2010)

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SES gaps are evident from age 7 onwards in census data

20 40 60 80 100 Sample average Always FSM Not always FSM Most deprived Least deprived Non-select state second. Selective state second. Private second. Studying for a degree at an elite university 3+ A-B in any subjects at A-level 5+ A*-C in EBacc subjects at GCSE Level 5+ at KS2 in English and maths Level 3+ at KS1 in reading and maths

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  • What are the possible unintended consequences of

measuring learning and how can some of these can be averted ?

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What has the UK learned?

If measures are used in a strong accountability system they will be manipulated Policy response in the UK has been to redesign metrics to avoid gaming

GCSE scores Value Added, CVA, 5A*-C GCSE, Progress 8……

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What has the UK learned? Value added measures are needed to measure quality of schools

but not to monitor progress

Teacher reports cannot be used for accountability

Appropriate for formative assessment

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What has the UK learned?

International surveys as distinct from national census data can help measure real progress in achievement Some caution using national high stakes tests to measure progress Dangers of excessive testing

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References

  • Chowdry, H., Crawford, C., Dearden, L., Goodman, A., & Vignoles, A.

(2013). Widening participation in higher education: Analysis using linked administrative data. Journal of the Royal Statistical Society: Series A (Statistics in Society), 176, 431–457.

  • Gregg, P. and Goodman, A. (2011) Poorer children’s educational

attainment: how important are attitudes and behaviour? , Joseph Rowntree Foundation report.

  • See reports for Commission for Social Mobility

http://dera.ioe.ac.uk/18589/ and http://www.ifs.org.uk/publications/7256

  • Jerrim, J. and Vignoles, A. (2013), Social mobility, regression to the

mean and the cognitive development of high ability children from disadvantaged homes. Journal of the Royal Statistical Society: Series A (Statistics in Society), 176: 887–906. doi: 10.1111/j.1467-985X. 2012.01072.x

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