Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, David; Hayter, John; Broadfoot, Patricia |
|---|---|
| Institution | Department for International Development, London (England). |
| Titel | The Quality of Learning and Teaching in Developing Countries: Assessing Literacy and Numeracy in Malawi and Sri Lanka. Education Research Paper. Knowledge & Research. |
| Quelle | (2000), (89 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 1-86192-313-9 |
| Schlagwörter | Classroom Techniques; Educational Quality; Educational Research; Elementary Secondary Education; Foreign Countries; Literacy; Numeracy; Profiles; Student Evaluation; Malawi; Sri Lanka |
| Abstract | Research was conducted between 1996 and 1998 with the aim of developing a methodology for assessing and monitoring children's learning in developing countries. The study was framed by the multi-disciplinary theoretical framework of socio-cultural research, drawing specifically on the methodological orientation of action and intervention in research. In this case, 30 teachers each in Malawi and Sri Lanka took part in a system of activities in which they developed appropriate protocols for classroom-based assessment, designed and administered a variety of novel assessment tasks, collected evidence of children's work and discussed these collectively in groups, and recorded and profiled children's achievement in literacy and mathematics. Results indicated that in both countries teachers had reasonably good intuitive knowledge of students and learning but inadequate systems for collecting and interpreting evidence of achievement in literacy and mathematics. Once they were exposed to the intervention process of the research, it became clear that teachers, despite enormous resource constraints, were able to establish standards and norms based on their professional experiences, develop procedures for assessment, administer assessment tasks, and develop portfolios of evidence and assemble a profile of student achievements. Challenges to achieving this are not be underestimated and do vary between socio-cultural contexts. Four sets of profiles were developed in both English and the national languages of the countries. These were: (1) oracy profiles; (2) reading profiles; (3) writing profiles; and (4) mathematical profiles. The study concludes that the activity-based intervention is a useful approach to developing insights into learning, teaching , and monitoring educational quality. (Contains 44 references and 21 figures.) (Author/BT) |
| Anmerkungen | Department for International Development, Education Publications Despatch, PO Box 190, Sevenoaks, TN14 5SP, United Kingdom. Tel: 44 -0-1355-84-3132; Fax: 44-0-1355-84-3632; e-mail: enquiry@dfid.gov.uk; Web site: http://www.dfid.gov.uk/. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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