The outcomes we expect from a quality basic education are healthy learners who can read and write critically and access mathematics, science and available technologies and other skills for life. Long-term outcomes aim at human development and national development; that is, lifelong learning and positive participation in society.

One outcome of quality girls' education is that more women will have skills and confidence and will participate and contribute to society in new ways. Giving girls’ education increased support and recognition also has an intergenerational impact. Educated mothers educate their daughters and sons. This is an invaluable outcome of basic education and a key to achieving Education For All.

Quality education is not cheap; but it is a much better investment than spending resources on something that does not contribute to human development. Ensuring quality for all learners, especially those who have been excluded in the past, is labour-intensive, time-consuming, and costly, but for the good of humanity, we can and we must achieve it.

Knowledge and Skills for Life: First Results from PISA, OECD 2001

Knowledge and Skills for Life assesses how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. It presents evidence on student performance in reading, mathematical and scientific literacy, reveals factors that influence the development of these skills at home and at school, and examines what the implications are for policy development. The OECD Programme for International Student Assessment (PISA) PISA is a collaborative process among the 30 Member countries of the OECD and some non-OECD countries, bringing together scientific expertise from the participating countries and steered jointly by their governments on the basis of shared, policy-driven interests.

http://www.pisa.oecd.org/

The Third International Mathematics and Science Study and Third International Mathematics and Science Study-Repeat

Provide data on the mathematics and science achievement of students. TIMSS, conducted in 1995, involved 42 countries at three grade levels and was the largest, most comprehensive and rigorous assessment of its kind ever undertaken. In 1999, TIMSS-R collected data in 38 countries at the eighth-grade level to provide information about changes in the mathematics and science achievement of students over the last four years.

http://isc.bc.edu/timss1999benchmark.html

Learning Achievement in national education systems

A Policy Maker's Guide to Systemwide Assessment Programs

Margaret Forster ACER 2001 - This booklet provides policy makers with research-based information about system-wide assessment programmes.

ISBN 0-86431-359-4

World Bank Online Resources

This Web site deals with issues relating to the design, administration, development and reform of public examination systems. It also provides on current examinations practice at primary and secondary level around the world, with a focus on developing countries and countries in transition. The site can serve as a valuable instrument for Ministries of Education, public examination authorities and international development agencies in developing institutional capacity and providing cost-effective solutions for examination reform projects.

http://www1.worldbank.org/education/exams/default.asp

Bangladesh: Assessing Basic Learning Skills

Vincent Greaney, Shahidur Khandker, & Mahmudul Alam. The World Bank, Bangladesh Dhaka Office University Press Limited ISBN 984 05 1449X -- A test of basic learning skills in reading, writing, written mathematics and oral mathematics was developed. The test was administered to a sample of 5,235 age 11+ living in rural areas. A panel of employers, civil servants and educators specified minimal acceptable levels of performance for each subject areas based on minimum skills considered necessary to function in the market place. These included reading passages of simple text, writing brief messages, and carrying out simple arithmetical tasks presented orally and in writing. As many as 29% of the sample failed to master any of the levels in the four subject areas while 10% achieved the minimal level in each subject area. Downloadable at:

http://www.worldbank-bangladesh.org/lo%20web%20sites/
bangladesh%20Web.nsf/0704a4348e105b2e462566720023975f/
6ca267d1e46806434625670c0024fc59?OpenDocument&rnk=1&qry=
Bangladesh+Assessing+Basic+Learning+Skills%3f

Destination 2010

This document should be read in conjunction with Key Learning Areas and the New Basics (see Best Practices, 2). This is an action plan to demonstrate how one state system in Australia will achieve their education vision. It identifies the outcomes and targets they want to achieve statewide, the measures that will be used to achieve performance. It links education activities, to the achievement of student outcomes and key targets.

http://education.qld.gov.au/strategic/accountability/docs/dest2010.pdf

Destination 2010 provides details of:

• outcomes that identify what Education Queensland plans to achieve and what constitutes success in Queensland state education
• key performance measures and performance indicators that show whether outcomes are being achieved and establish critical indicators which inform Education Queensland of its achievements. Schools and units will establish strategic and operational directions and plans that relate to these indicators and report against them.
• current achievement against targets, where data are available
• Education Queensland targets that indicate what is to be achieved by 2005. These targets are the first stage in achieving the 10-year vision for state school education in Queensland.
• areas where school targets are to be established. These should be achievable yet challenging, and responsive to community and student needs and to Education Queensland targets. School targets provide the specific focus for school communities and are to be detailed in the triennial and annual school planning and reporting documentation.
• data sources with systemic and school information that provides quantitative and qualitative evidence of progress towards achieving the 10-year vision for state school education.

Monitoring and Evaluation in Schools

The Assessment Resource Kit (ARK)

by Geoff Masters and Margaret Forster ACER 1996-2001 -- ARK has been developed to assist teachers and education systems in their assessment and reporting of student achievement. ARK is ideal for inservice and preservice professional development programs. ARK includes examples direct from exemplary classroom practice in Australian and overseas schools. Texts include:

Portfolios

Different portfolios for different purposes, working portfolios, documentary portfolios, show portfolios, designing portfolio assessments.

Performances

Performances are an on-the-spot evaluation, day-to-day observations, focusing observations, planned assessment, comparability, designing performance assessments.

Products

Product assessment is the assessment of the student mastery of the processes and tools required to make items, and the assessment of the practical and/or aesthetic qualities of the items students construct.

Projects

Assessment of general skills, problem solving skills, integrative skills, interpersonal skills, self-direction, assessing subject specific skills and knowledge, assessing product as well as process, comparability, designing project assessments.

Progress Maps

What is a progress map? This title includes constructing a progress map, checking against actual student achievement for revision of progress, elaborating, and refining descriptions of typical progress through an area of learning, setting benchmarks.

Paper and Pen

The Paper & Pen magazine is the latest addition to the ARK Series of highly recommended teacher reference magazines. Paper & Pen includes sections on professionally developed tests, teacher designed assessments and answer formats.

Growth Posters

Three full colour posters illustrate growth in:reading, writing and spelling. Samples obtained from a national survey are provided. Ideal examples for professional discussion when profiling students. Excellent model to demonstrate development for parent-teacher discussions.

http://www.acer.edu.au/scripts/Product.php3?family_code=ARK

http://www.acer.edu.au/acerpress//pdf/education/ARK_info.pdf

Classroom Discipline Problem Solver: Ready-To-Use Techniques & Materials for Managing All Kinds of Behavior Problems

By George Watson, Alan Anthony (Illustrator) -- This practical resource gives teachers at all levels hundreds of tested techniques and guidelines for maintaining control and order in the classroom. (Available through Amazon.com)

School Effectiveness Framework

This Powerpoint presentation outlines the correlates of School Effectiveness - Hill and Crevola (2000). Correlates of school effectiveness (Phi Delta Capa 2001). ... IDEAS (USQ and EQ 2000). Hill and Crevola Whole School Approach (2000). ...

http://www.pdn.asn.au/confs/2001/School%20Effectiveness%20Framework.ppt