Transcript Formative Assessment: the CERI context

Formative Assessment: the CERI context
Tom Schuller
Paris, January 2005
Directorate for
Employment
Labour and
Social Affairs
Directorate
for Education
Centre
for Educational
Research
and Innovation
(CERI)
Directorate
For Financial
Fiscal and
Enterprise Affairs
Trade
Directorate
Economics
Department
COUNCIL
Directorate for
Public Management
and Territorial
Development
SECRETARIAT
Statistics
Directorate
Directorate
for Science
Technology
and Industry
COMMITTEES
Environment
Directorate
Directorate for
Food Agriculture
and Fisheries
Development
Co-operation
Directorate
Education and
Training Policy
Division
Indicators and
Analysis
Division
Directorate
for
Education
Centre for
Education
Research and
Innovation
IMHE/PEB
CERI’s goals:
• To enrich international knowledge and understanding
of trends and issues in lifelong learning, ie across all
sectors and modes
• To encourage better links between research, policy
innovation and practice.
We do this by:
• Promoting research and policy debate through
publications, electronic discussion and
conferences.
• Carrying out studies of key educational issues,
using a combination of our own staff and outside
experts from around the world.
• Developing tools, indicators and frameworks for
international analyses of education systems and
practices.
Our programme:
Lifelong learning provides the overarching
context. Within that our key themes are:
• Innovation and knowledge management.
• Human and social capital.
• A futures focus.
• Learning and teaching.
OECD/CERI contextual factors
• Growing preoccupation with outcomes, as well as
inputs and participation rates; outcomes are more than
qualifications achieved.
• The returns to education cannot be understood in
terms of individual performance alone
• CERI interest in ‘evidence’; and in causal mechanisms.
• Data availability and appropriate measurement: the
need for mixed methodologies
EDU/CERI: related projects
• PISA
• Teachers
• Schooling for Tomorrow/University Futures: what
works in futures thinking
• Learning Science – the brain project: effective
learning at different points in the lifecourse
• Evidence-based Policy Research: matching methods
to issues
Key issues
• Asking the right questions: relevant, significant
and (partly) answerable
• Maintaining trust: valuing experience, but
combined with accountability
• Accumulating evidence – including on
evidence…
Conference goals
• Share, examine and extend the findings of the CERI
study
• Critique/confirm the model and the evidence
• Scaling up: how to implement FA on wider basis
• Link to next WW study, on adult basic skills
• “It is hardly possible to over-rate the
value ….of placing human beings in
contact with persons dissimilar to
themselves, and with modes of thought
and action unlike those with which they
are familiar…Such communication has
always been, and is peculiarly in the
present age, one of the primary sources
of progress.”
JS Mill, Principles of Political Economy