Diagnostic Evaluation of Numeracy and Literacy Skills in UNRWA Schools: Position Paper.

Autor/in	Retamal, Gonzalo
Institution	United Nations Relief and Works Agency, Amman (Jordan).
Titel	Diagnostic Evaluation of Numeracy and Literacy Skills in UNRWA Schools: Position Paper.
Quelle	(1992), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Stellungnahme; Developing Nations; Diagnostic Tests; Early Intervention; Educational Diagnosis; Educational Quality; Elementary Education; Elementary School Students; Foreign Countries; Literacy; Literacy Education; Mathematics Skills; Minimum Competencies; Numeracy; Student Evaluation; Gaza Strip; Jordan; Lebanon; West Bank + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Quality of education; Bildungsqualität; Elementarunterricht; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fundamentum; Mindestwissen; Rechenkompetenz; Schulnote; Studentische Bewertung; Gaza-Streifen; Libanon; Westjordanland
Abstract	This position paper describes a concrete strategy to establish early warning systems or diagnostic instruments at the lower elementary school level in United Nations Relief and Works Agency (UNRWA) schools. The strategy described is designed to assess the quality of literacy and numeracy skills and to provide criteria for a realistic minimum threshold of schooling which would guarantee permanent retention of these skills. A conceptual framework for educational quality is provided, and a strategy for assessing quality is described for the following areas: literacy and numeracy skills; psychomotor skills and physical fitness in elementary schools; and the impact of organized violence in UNRWA school children in the Occupied Territories and Lebanon. The paper also briefly describes the instrument currently being developed at the School Education Division of UNRWA in Amman, Jordan. The paper concludes by highlighting the need for team effort, given the technical complexity of building diagnostic instruments and the lack of systematic experience in Arab-speaking countries. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC