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Assessment of

Learning Outcomes in

Early Grade Numeracy

GIZ/GPE Numeracy Conference

Berlin, Germany

Dr. Jeff Davis

Dr. Yasmin Sitabkhan

School-to-School International

3-4 December 2012 (Revised)

STS-

International

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Guiding Questions (GIZ)

• Q1: What kinds of learning outcomes in

early grade numeracy need to be

assessed?

• Q2: What are the current practices in

assessment of early grade numeracy?

• Q3: What tools are available for the

assessment of early grade numeracy?

• Q4: What can be learned from the

assessment of early grade literacy?

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Q1: Kinds of Numeracy Outcomes

Universal

• Properties of quantity

• Conservation

• Subitizing

• Composing/decomposing number

• More than/less than relationships

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Q1: Kinds of Numeracy Outcomes

Specific

•How we represent – subtraction algorithms

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Q1: Kinds of Numeracy Outcomes

Concepts and skills

•Concepts: understanding “why”

•Skills: knowing “how to”

4 + 6 = ?

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Q1: Kinds of Numeracy Outcomes

Informal and formal

3 x 6 =

6 x 3 =

Mónica buys 3 oranges for

6 pesos each.

Mónica buys 6 oranges for

3 pesos each.

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Q1: Kinds of Numeracy Outcomes

Implications for assessment

• Universal and specific

• Concepts and skills

• Informal and formal

These distinctions are important to

consider when designing assessment

frameworks and tasks

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Q1: Kinds of Numeracy Outcomes

Currently popular numeracy frameworks

• TIMSS and TIMSS Numeracy

• Regional (SACMEQ, PASEC, SERCE, etc.)

• UNESCO/Brookings Learning Metrics

• EGMA, TEMA, ASER, UWEZO

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Q2: Current Assessment Practices

Types of assessments (World Bank)

• Public examinations

• National assessments

• International assessments (including

regional assessments)

• Classroom-based assessments (or school-

based, formative, continuous)

• Diagnostic assessments

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Q3: Available Assessment Tools

International numeracy assessments

•EGMA: Early Grades Mathematics

Assessment

•TEMA: Test of Early Mathematics Ability

•ASER: Annual Status of Education Report

•UWEZO: “Capability” in Kiswahili

•TIMSS Numeracy 2015

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Q3: Available Assessment Tools

EGMA

Activité2:ComparaisondesQuantités-Exercice

& FeuilleB2 · û

Regardecesnombres.Dis-moilequelestplusgrand.

[Répétezpourchaqueitem]

I· Sil’enfantfait4

erreurssuccessives.Ü· Sil’enfantnerépond

pasaprès5SECONDES.

· Sil’enfantsauteuneligne,onlefaitrevenir.

@ (ü)1=Correct.;(û)0=Incorrectoupasderéponse.(O)Onencerclesil’élèves’autocorrige.

6 8 8 *1**0* 23 32 32 *1**0*

2 9 9 *1**0* 17 18 18 *1**0*

38 29 38 *1**0* 25 16 25 *1**0*

89 90 90 *1**0* 63 54 63 *1**0*

14 22 22 *1**0* 52 53 53 *1**0*

@ Nombrederéponsescorrectes:

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Q3: Available Assessment Tools

TEMA

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Q3: Available Assessment Tools

ASER

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Q3: Available Assessment Tools

UWEZONumeracy Test

55 49 24 +23 +30 +71 ------ ------ ------ 33 75 12 +42 + 21 + 64 ------ ------ ------- 23 77 45 +68 +25 +48 ------ ------ -----

89 76 52 -42 - 33 - 20 ------- ------ ------ 66 48 37 -55 - 4 -16 ------ ------ ------ 33 62 70 - 15 - 25 - 34

------ ------ ------ 97 51 62 - 48 - 13 - 39 ----- ------ -----

NUMBER

RECOGNITION

2 8 6

0 7 5

87 31 51

60 28 99

12 15 11 x 3 x 4 x 5 ----- ----- ----- 9 10 12 x 2 x 6 x 6 ----- ----- -----

300 shilingi + 200 shilingi = shilingi

800 shilingi – 600 shilingi = shilingi

200 shilingi + 150 shilingi + 150 shilingi = shilingi

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Q3: Available Assessment Tools

TIMSS Numeracy

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Q3: Available Assessment Tools

Need for development of new tools:

Classroom-based assessment

•“Strong evidence base” and “most

potential for improved learning outcomes

in literacy and numeracy”

•Integrated into daily teaching

•Observations, questioning, classwork,

homework, quizzes

•Requires teacher behavior change –

extensive training and materials16

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Q3: Available Assessment Tools

• Honduras www.av.dcnbhonduras.org

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Q3: Available Assessment Tools

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Q4: Lessons Learned from Literacy

Duncan et al. (2007)

• Predicting later school achievement from

school-entry measures (Canada, UK, US)

Meta-Analytic Regression Results (Standardized Coefficients)

Reading MathReading &

Math

Reading 0.24* 0.10* 0.17*

Math 0.26* 0.42* 0.34*

Attention skills 0.08* 0.11* 0.10*

Social skills -0.00 -0.01 -0.01

* Statistically significant at p < 0.001

Outcome Variables (Later Achievement)Independent

Variables (School-

Entry Measures)

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Q4: Lessons Learned from Literacy

Duncan et al. (2007)

•“All data sets suggest that reading and

math tests that were individually

administered to children by trained

personnel around the point of school entry

can be a highly reliable way of assessing

early skills.”

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Jeff Davis

jdavis@sts-international.org

Yasmin Sitabkhan

ysitabkhan@berkeley.edu

Thank you!