scholarly journals Learning outcome in literacy and numeracy in Uganda: Mining Uwezo assessment data to demonstrate the importance of maternal education

2021 ◽  
Vol 45 (3-4) ◽  
Author(s):  
Yovani A. Moses Lubaale ◽  
Goretti Nakabugo ◽  
Faridah Nassereka
Keyword(s):  
Learning Outcomes ◽  
Maternal Education ◽  
Home Schooling ◽  
Literacy Learning ◽  
Educational Opportunities ◽  
Learning Assessment ◽  
Access To Education ◽  
Literacy Assessment ◽  
Educational Attainments ◽  
Poor Families

Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Despite increased focus on addressing the inequality gaps in access to education, a number of studies have shown that children living in poor families with mothers who have low educational attainments experience less success, both in school and later as adults in the workforce, than children living in more advantaged circumstances. This paper analyses the effect of mothers’ education on the numeracy and literacy learning outcomes among children in Uganda.  Mining data from the 2018 Uwezo Uganda Learning Assessment survey, we explore the influence of maternal education on learning outcomes. The findings showed that the proportion of children who demonstrated the ability of competently reading and comprehending a story of primary two level increased with increasing maternal education.  Whereas only 13.6% of the primary four children whose mothers had never been to school were able to read and comprehend a story (the highest level in literacy assessment), more than four times (50.7%) of the children whose mother had above senior four qualification had similar abilities. A similar trend was seen with performance in numeracy where 31.9% of primary four children whose mothers had no education at all were able to attain the highest numeracy level, compared to 59.1% for children whose mothers level of education was beyond senior four.  It was further observed that slightly more than one in three (35.6%) of the primary one/two children whose mothers had never been to school were completely non numerate compared to less than one in ten (9.0%) of the children whose mothers had studied beyond senior four who were non-numerate.  Given the changes in access to schooling and impact on learning yielding from the global COVID 19 pandemic, whereas the data mined was collected before this pandemic, there is need for reflection on the home schooling approach being proposed by government and other stakeholders considering that this is likely to benefit more children whose mothers have higher levels of education than those with less education or never

scholarly journals EDUCATION POLICY ANALYSIS IN ACCESS TO GOVERNMENT REGULATION NO 17 YEAR 2010

2019 ◽  
Vol 3 (2) ◽  
pp. 51-63
Author(s):  
Mutia Ulfa
Keyword(s):  
Rural Areas ◽  
Government Regulation ◽  
Learning Assessment ◽  
Access To Education ◽  
Equitable Access ◽  
Political Analysis ◽  
Development Level ◽  
Education Personnel ◽  
The Government ◽  
Urban And Rural Areas

Access to education refers to the government regulation No. 17 of 2010 on the expansion and equitable access to education. Pemerintahah able to pursue that whole communities are able to obtain the same rights to education in both urban and rural areas. There are several products that include equity and equal access to education, namely; infrastructure standards, standards development level of achievement, the standard scope of development, lesson planning standards, standardized implementation of learning, learning assessment standards, standards kualisifikasi educators and education personnel, standardized management and financing standards. Further products in the distribution and access to education dianlisis from various perspectives, namely; economic analysis, political analysis, analysis of socio-cultural, and administrative analysis.

scholarly journals Peningkatan pembelajaran keterampilan berbicara melalui media gambar seri di kelas I

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Zarlianti Zarlianti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Assessment Process ◽  
Learning Assessment ◽  
Research Subjects

<p><em>The</em><em> goal is that students are brave, accustomed to being able to speak in all functions according to proper pronunciation and intonation Data collection is carried out by tests, observations or observation sheets and other supporting instruments of research. This study uses a qualitative approach with a type of classroom action research. The research subjects were first grade students of SDN. 08 Painan District IV Jurai. Based on the results of the study, the serial image media can improve students' speaking skills with three-stage learning activities, namely: (1) initial activities, (2) core activities, and (3) final activities. The result of the first cycle of research based on the implementation of the lesson plan is 76.8% and the recapitulation of student learning assessment is 74%. The results of the second cycle research based on the implementation of lesson plans were 83.9% and the recapitulation of the assessment process and student learning outcomes was 83%. From the results of observations and recapitulation of values obtained by students, it appears that students are active in the learning process.</em><em></em></p>

scholarly journals Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment”

2015 ◽  
Vol 20 (2) ◽  
pp. 16-23 ◽  
Author(s):  
E.V. Sabelnikova ◽  
N.L. Khmeleva
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
National Level ◽  
The United States ◽  
Higher Order ◽  
Basic Knowledge ◽  
Learning Assessment ◽  
Higher Education Outcomes ◽  
Analytic Reasoning ◽  
Collegiate Learning Assessment

We discuss the interpretation of the concept of “learning outcomes”. Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills, i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the “Collegiate learning assessment”, realized in the United States.

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

Fractional Choice-Based Credit System

2021 ◽  
pp. 167-197
Author(s):  
Prashant Borkar ◽  
Meenakshi Arya
Keyword(s):  
Learning Outcomes ◽  
Learning Assessment ◽  
Educational Institutions ◽  
Assessment Framework ◽  
Credit System ◽  
Degree Programme ◽  
Effective Implementation ◽  
Mapping Process ◽  
Core Program ◽  
System F

The key change brought by fractional choice-based credit system (F-CBCS) is making the learning process ‘learner-centric'. It allows learners to choose inter- and intra-disciplinary courses and provides more flexibility for students to study at different times and at different institutions to complete a course, thereby providing ease of mobility to students. It allows students to choose courses from group, namely program core, program elective, institute core, institute elective, and ability enhancement courses. It gives learner to opt for honors and minors and provides flexibility to complete degree programme at accelerated space. Designing a learning assessment framework is one critical criteria for educational institutions trying to seek NAAC or NBA accreditation. Many of the organizations lack in formalizing the process whose end results are key input to mapping process of learning outcomes assessments. This chapter will provide a comprehensive architecture, strategies, and design approach towards effective implementation of F-CBCS and learning outcomes assessments.

Assessing General Education Outcomes Across Programs

2011 ◽  
pp. 620-634 ◽  
Author(s):  
Yi Yang ◽  
Michelle Buchberger ◽  
Harrison Hao Yang
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Assessment Process ◽  
Learning Assessment ◽  
Curriculum Mapping ◽  
Non Profit ◽  
Face To Face ◽  
Mapping Process ◽  
Assessment Of Student Learning

As the pressure to provide accountability in education escalates, the assessment of student learning becomes increasingly important. This chapter describes an approach to the assessment of learning outcomes, in both online and face to face programs, as developed for an independent, non-profit university in Ohio. The approach includes three major components: a curriculum mapping process that determines where particular learning outcomes are being assessed, a visual representation of this curriculum map with links to assessment data (Success Path©), and a cyclical assessment process that assists with the continuous improvement of programs and student learning. This chapter leverages current research in the field of student learning, assessment, and curriculum mapping theory.

scholarly journals Intergenerational Human Capital Spillovers: Indonesia’s School Construction and Its Effects on the Next Generation

2019 ◽  
Vol 109 ◽  
pp. 243-249 ◽  
Author(s):  
Bhashkar Mazumder ◽  
Maria Rosales-Rueda ◽  
Margaret Triyana
Keyword(s):  
Human Capital ◽  
Primary School ◽  
Maternal Education ◽  
School Construction ◽  
School Building ◽  
Access To Education ◽  
Completion Rates ◽  
Next Generation ◽  
Building Project ◽  
Primary School Examination

We analyze the effects of increased access to education in one generation on human capital outcomes in the next generation. Using longitudinal data, we exploit the geographical and cohort variations in exposure to a massive primary school construction program in the 1970s in Indonesia. We show that the school building project increases primary school completion rates among both men and women. We find that children whose mothers were exposed to the school building project score higher on the national primary school examination, suggesting the importance of maternal education in the intergenerational transmission of human capital.

scholarly journals Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

2016 ◽  
Vol 11 (2) ◽  
pp. 9 ◽  
Author(s):  
Donna Harp Ziegenfuss ◽  
Stephen Borrelli
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Interview Data ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Institutional Contexts ◽  
Student Learning Assessment

Objectives – The purpose of this collaborative qualitative research project, initiated by the Greater Western Library Alliance (GWLA), was to explore how librarians were involved in the designing, implementing, assessing, and disseminating student learning outcomes (SLOs) in GWLA member academic libraries. The original objective of the research was to identify library evaluation/assessment practices at the different libraries to share and discuss by consortia members at a GWLA-sponsored Student Learning Assessment Symposium in 2013. However, findings raised new questions and areas to explore beyond student learning assessment, and additional research was continued by two of the GWLA collaborators after the Symposium. The purpose of this second phase of research was to explore the intersection of library and institutional contexts and academic library assessment practices. Methods – This qualitative research study involved a survey of librarians at 23 GWLA member libraries, about student learning assessment practices at their institutions. Twenty follow-up interviews were also conducted to further describe and detail the assessment practices identified in the survey. Librarians with expertise in library instruction, assessment, and evaluation, either volunteered or were designated by their Dean or Director, to respond to the survey and participate in the interviews. Interview data were analyzed by seven librarians, across six different GWLA libraries, using constant comparison methods (Strauss & Corbin, 2014). Emerging themes were used to plan a GWLA member Symposium. Based on unexpected findings, after the Symposium, two GWLA researchers continued the analysis using a grounded theory methodology to re-examine the data and uncover categorical relationships and conceptual coding, and to explore data alignment to theoretical possibilities. Results – Seventeen categories and five themes emerged from the interview data and were used to create a 3-part framework for describing and explaining library SLO assessment practices. The themes were used to plan the GWLA Assessment Symposium. Through additional qualitative grounded theory data analysis, researchers also identified a core variable, and data were re-evaluated to verify an alignment to Engeström’s Activity and Expansion Theories (Engeström, 2001, 2004). Conclusions – The findings of this multi-phased qualitative study discovered how contextual, structural, and organizational factors can influence how libraries interact and communicate with college departments, and the larger institution about student learning outcomes and assessment. Viewing library and campus interaction through the activity theory lens can demonstrate how particular factors might influence library collaboration and interaction on campuses. Institutional contexts and cultures, campus-wide academic priorities, leadership at the library level, and changing roles of librarians were all themes that emerged from this study that are important factors to consider when planning the design, implementation, assessment and dissemination of library SLOs.

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