WATCH: Leveraging assessment to improve learning around the world (Tyler Ditmore, Kate Anderson, Brookings)

https://www.brookings.edu/blog/education-plus-development/2016/11/21/watch-leveraging-assessment-to-improve-learning-around-the-world/

Champions for learning: The legacy of the Learning Metrics Task Force (Kate Anderson, Tyler Ditmore, Brookings)

https://www.brookings.edu/research/champions-for-learning-the-legacy-of-the-learning-metrics-task-force/

The Sunset of the LMTF: Next steps in tracking learning metrics for the global education goal (Part 2) (Kate Anderson, Albert Motivans, Tyler Ditmore, Brookings)

There’s no rest for the weary—now that we’ve achieved our initial aim of including quality education and learning in the Sustainable Development Goals, we must set our sights on implementation. The global education community needs to double down on its efforts to actually achieve its goals, and learning assessment will play a crucial role. We need to overcome the challenges of cost and capacity, raise awareness regarding the role of assessment, improve our technical abilities, and generate political support for our activities

http://www.brookings.edu/blogs/education-plus-development/posts/2016/05/31-tracking-learning-metrics-education-goal-anderson-ditmore

Skills for a changing world: Where do we go from here? (Esther Care, Kate Anderson, Renee McAlpin, Tyler Ditmore, Brookings)

Imagine you are a parent of two children, in primary and secondary school, and the Ministry of Education has just released the following statement, as part of a revised mission for education

http://www.brookings.edu/blogs/education-plus-development/posts/2016/05/27-skills-for-a-changing-world-care-anderson-mcalpin-ditmore

At the dawn of Sustainable Development Goal 4, the Learning Metrics Task Force sunsets (Part 1) (Kate Anderson, Silvia Montoya, Brookings)

Last September, the United Nations member states adopted the Sustainable Development Goals (SDGs), including the new global education goal to “ensure inclusive and equitable education and promote lifelong learning opportunities for all.” In the years prior to the adoption of the SDGs, the global education community was busy making sure education and learning were considered a priority on the member states’ agenda

http://www.brookings.edu/blogs/education-plus-development/posts/2016/05/16-sustainable-development-goals-learning-metrics-task-force-anderson-montoya

What is “quality learning” to a child? (Elisheba Khayeri, Kate Anderson, Brookings)

“I’m wearing my older brother’s uniform from when he first started school,” thinks a child on his first day of school. “He walks with me into the school gates, where there are boys and girls as far as the eye can see, all dressed alike and running in different directions. One bigger boy bumps into me and I begin to feel afraid—where am I supposed to go? My brother walks me to the door of baby class, where a lot of kids my age are sitting in desks with pencils and writing in books. I don’t have a pencil or a book. I don’t know anyone in the classroom. The teacher points to a seat in the front of the classroom, and I sit down and try to concentrate on what she is saying. The classroom is hot, and I miss my grandmother and my little sister. I miss my home. When the teacher turns her back to write on the board, I slip out the door and sit outside the classroom, unable to control my tears.”

http://www.brookings.edu/blogs/education-plus-development/posts/2016/03/28-quality-learning-khayeri-anderson

Toward universal learning: A new video on tackling assessment challenges in Africa (Kate Anderson, Tyler Ditmore, Brookings)

In order to meet the ambitious education targets outlined in Sustainable Development Goal 4 and the Education 2030 Framework for Action, countries need to accelerate progress toward improving education quality and learning outcomes. While access to education has improved the world over since the turn of the millennium, many children who are in school are not learning the basics in reading and writing. Furthermore, they often spend little time on other important learning domains associated with vital 21st century skills. Repeating the same education reforms and interventions at the same pace is unlikely to ensure universal learning for all children, youth, and adults by 2030.

http://www.brookings.edu/blogs/education-plus-development/posts/2016/02/10-toward-universal-learning-assessment-challenges-africa-anderson-ditmore