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AFLA - Assessment for Learning in Africa: Improving Pedagogy and Assessment for Numeracy in Foundation Years.

AFLA - 非洲学习评估：改进预科阶段的教学法和计算能力评估。

基本信息

批准号：
ES/N010515/1
负责人：
Therese N. Hopfenbeck
金额：
$ 80.87万
依托单位：
University of Oxford
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2016
资助国家：
英国
起止时间：
2016 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FN010515%2F1
关键词：
AFLA Assessment Learning Africa Improving

项目摘要

The low level of numeracy skills of millions of poor and marginalised students, particularly in developing nations, is of international concern. This project focuses on improving these through developing teachers' and teacher trainers' pedagogical and assessment skills in extremely deprived urban areas in South Africa and Tanzania. Eighteen schools and three training colleges will be involved.Our approach is to develop classroom materials for primary school numeracy and use these as the basis for workshops and for the development of teacher learning communities in each area. The workshops will focus on how formative assessment ('Assessment for Learning') can be used to enhance the quality of the teaching and learning of numeracy. The aim is to improve teachers' own numeracy skills and their understanding of how numeracy can be more effectively communicated to their students. The workshops and teacher learning communities will draw on the extensive experience which has been generated by the implementation of Assessment for Learning internationally. One task for participants will be to adapt this experience to the limited resources of schools in slum areas (for example, large classes and few materials).The project team includes researchers with extensive experience of implementing formative assessment internationally, numeracy specialists and academics based in the two countries who are familiar with local conditions. The work will take place over three years beginning in April 2016 and has four phases. The first is a preparatory phase in which participants are confirmed and briefed and materials are developed. Baseline testing is conducted. The second phase (January to March 2017) sees the implementation of the workshops in both countries, the establishment of teacher learning communities along with visits to schools by mentors. These continue in the third phase (April - December 2017) along with the analysis of the workshops and a second round of tests. The final phase (January 2018 - March 2019) incorporates interviews, visits and the production and dissemination of findings.To monitor the impact of the project, the team will develop a variety of instruments. These include classroom observation schedules which monitor the fidelity of the implementation, contextually relevant SES measures, and numeracy tests for use in the classrooms. The tests will provide pre- and post- implementation data, matched to control schools, which will allow evaluation of the impact of the project on numeracy outcomes. The data will also be used to benchmark standards against other tests. Further analyses relating outcomes to demographic data will be conducted.The wider impact of the project will be in providing new knowledge and expertise in an under-researched area: how to support the pedagogy and assessment of teachers working in challenging areas with limited resources. This includes producing material which can sustain implementation locally. A book for practitioners and teacher educators will be written for practitioners and teacher educators. Other outputs will include podcasts of best practices in classrooms and writing for a range of media outlets as well as interviews and other media appearances.We know a good deal about the teaching of numeracy and productive Assessment for Learning. However this has been largely based on well resourced education systems. This project deliberately involves itself in far more challenging circumstances in order to develop ways of contributing to teaching and learning in the more marginal and disadvantaged circumstances in which millions of students find themselves.

数以百万计的贫困和边缘化学生，特别是发展中国家的学生，算术技能水平低下，这是国际社会关注的问题。这个项目的重点是通过在南非和坦桑尼亚极端贫困的城市地区发展教师和教师培训人员的教学和评估技能来改善这些情况。18所学校和3所培训学院将参与其中。我们的方法是开发小学算术的课堂材料，并将其作为研讨会和每个地区教师学习社区发展的基础。工作坊将集中讨论如何利用形成性评估（“学习评估”）来提高数学教学的质量。目的是提高教师自身的计算能力，以及他们对如何更有效地与学生沟通计算能力的理解。讲习班和教师学习社区将借鉴国际上实施学习评价所产生的广泛经验。参与者的一项任务将是使这种经验适应贫民窟地区学校有限的资源（例如，大班和很少的材料）。项目团队包括在国际上实施形成性评估方面具有丰富经验的研究人员、熟悉当地情况的两国计算专家和学者。这项工作将于2016年4月开始，历时三年，分为四个阶段。第一个阶段是筹备阶段，在这个阶段，参加者得到确认和简报，并编制材料。进行基线测试。第二阶段（2017年1月至3月）将在两国实施讲习班，建立教师学习社区，并由导师访问学校。这些工作将在第三阶段（2017年4月至12月）继续进行，同时对讲习班进行分析并进行第二轮测试。最后阶段（2018年1月至2019年3月）包括访谈、访问以及制作和传播调查结果。为了监测项目的影响，该小组将开发各种仪器。这些措施包括课堂观察时间表，监测实施的保真度，与背景相关的社会经济地位措施，以及在课堂上使用的计算测试。这些测试将提供实施前和实施后的数据，与对照学校相匹配，从而可以评估项目对计算结果的影响。这些数据还将用于与其他测试进行基准测试。将进行有关人口数据结果的进一步分析。该项目更广泛的影响将是在一个研究不足的领域提供新的知识和专业知识：如何支持在资源有限的挑战性领域工作的教师的教学方法和评估。这包括制作能够维持在当地实施的材料。一本为从业人员和教师教育工作者写的书将为从业人员和教师教育工作者写。其他产出将包括课堂最佳做法的播客，为各种媒体撰稿，以及采访和其他媒体露面。我们对数学教学和生产性学习评估有很多了解。然而，这在很大程度上是基于资源充足的教育系统。该项目有意将自己纳入更具挑战性的环境中，以便在数百万学生发现自己处于更边缘和更不利的环境中开发有助于教学和学习的方法。