Assessing Basic Learning Competencies among Youth and Young Adults in Developing Countries: Analytic Survey Framework and Implementation Guidelines. EFA 2000 Assessment Surveys Report.

Autor/inn/en	Wagner, Dan; Sabatini, John; Gal, Iddo
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).; International Literacy Inst., Philadelphia, PA.
Titel	Assessing Basic Learning Competencies among Youth and Young Adults in Developing Countries: Analytic Survey Framework and Implementation Guidelines. EFA 2000 Assessment Surveys Report.
Quelle	(1999), (106 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Adult Literacy; Basic Skills; Competency Based Education; Cultural Relevance; Daily Living Skills; Developing Nations; Educational Assessment; Evaluation Methods; Foreign Countries; Literacy Education; Numeracy; Postsecondary Education; Program Implementation; Questionnaires; Reading Skills; Sampling; Surveys; Testing; Writing Skills; Young Adults; Youth + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Basic skill; Grundfertigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Alltagsfertigkeit; Developing country; Developing countries; Entwicklungsland; assessment; Bewertungssystem; Ausland; Rechenkompetenz; Post-secondary education; Tertiäre Bildung; Fragebogen; Reading skill; Lesefertigkeit; Survey; Umfrage; Befragung; Testdurchführung; Testen; Writing skill; Schreibfertigkeit; Young adult; Junger Erwachsener
Abstract	This report describes a low-cost, adaptable methodology for assessment of basic learning competencies (BLCs) in diverse cultural contexts. Following the introduction, section 2 provides a policy framework and covers priority populations; policy and assessment needs; challenges for policy-driven assessments; and questions policymakers might have. Section 3 is on defining BLCs addresses challenges; direct and indirect measures; conceptual overview of assessment matrix; and defining literacy, numeracy, and life skills. Section 4, on sampling and survey design, contains the proposed low-cost BLC household survey design, case illustrations, and principles for conducting a successful survey. Section 5 presents an assessment model for measuring BLCs. It addresses levels of BLC skills and reading, writing, numeracy, and life skills assessment. Section 6 discusses these challenges that arise and options that must be considered when implementation and capacity are applied to BLC assessment: design decisions and options for BLC surveys; recruiting and training personnel; test development, pretesting, and pilot studies; ensuring quality of data collection; data processing and analysis; and reporting and dissemination. Section 7 recommends follow-up steps. Appendixes include 12 tables; 27 references; sample items for assessment model; case studies of previous household surveys with components similar to the BLC model; and a sample survey form from the Zimbabwe household literacy survey. (YLB)
Anmerkungen	International Literacy Institute, University of Pennsylvania, 3910 Chestnut Street, Philadelphia, PA 19104-3111; Tel: 215-898-4539; Fax: 215-898-9804; E-mail: smith@literacy.upenn.edu; Web site: http://litserver.literacy.upenn.edu/pubs.html (Occasional Paper: OP99-0; $11.00). For full text: http://literacyonline.org/products/ili/pdf/OP9901.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01