Cross-country module course on formative assessment, teaching and learning.

#SDGAction43527

Description

The initiative implemented by the Russian Center for Formative Assessment (RCFA) in cooperation with partners. It is a service training course aimed at enhancing educators capacity in terms of classroom assessment broadcasted simultaneously in 3 countries. The initiative lies within the 4th and 17th SDGs agenda and aimed at building capacity of educators and transforming learning environments. The Center is a research and training institution that focuses on national and international research and development for formative teaching, learning and assessment. The initiative aimed at building capacity of educators and transforming learning environments.

Expected Impact

UIS data shows that low teachers’ qualifications and motivation remains one of the biggest issues for the achievements of the SDG 4 targets and one of the main reasons for the low education quality at all school levels. Teacher salary is the biggest budget share (¾ of budget for education in middle- and low-income countries). However, many educational systems hire teachers that don't have enough qualification especially in schools with poorer children. Simultaneously, well trained and highly motivated teachers are the basis of the good educational system. To tackle this global issue RCFA offers an effective approach for teachers’ training in formative assessment techniques that includes instructions and structured lessons for pre-service and in-service teachers. The initiative also promotes understanding of formative assessment and its value in improving educational outcomes.\\r\\nThe course is facilitating the advancement of a formative (learner-centred pedagogy devoted to the development of autonomous learners) approach to assessment, teaching and learning in Russia, Armenia and Kyrgyzstan. It will enhance capacity in the formative assessment and research field through provision of training program and modules in formative teaching, learning and assessment. It will improve outcomes for appropriate summative assessment. The initiative will stimulate research activities and knowledge sharing through collaborative activities.\\r\\n\\r\\nThrough using formative assessment methods, the teacher accesses specific information on the students’ learning processes and understandings. The teacher uses this information to support and adjust planned interventions in the students’ learning processes, actions and activities. Formative assessment requires students to have more involvement in the learning process. These teaching style become operational once the teacher understands that assessment is a continuous process, not a summative measure. \\r\\n\\r\\nThe course approach based on coaching will provide teachers with access to expert in order to improve teaching strategies under the supervision and continuous follow-up and support. Providing structured lessons techniques directly to teachers as a part of their professional activity (especially in schools where conditions are unfavorable due to low financing) is the low-cost and effective intervention. The results of interventions will be measured within the longitude studies. \\r\\n\\r\\nAs the results of the training teachers are equipped to 'take risks' to adjust the teacher/student learning relationship in the classroom and thereby enabling formative learning to take place in a working environment which enables the student to have a voice and an active involvement in his/her own learning development.

Capacity

The initiative is an educators’ capacity building tool for participating countries. The ways to improve capacity within the course duration are: \\r\\n\\r\\n• to earn certificate in training for teachers and educators in formative assessment conceptualization, strategies and applied methods.\\r\\n• to earn certificate in understanding, experiencing, designing, writing and using learning assessment.\\r\\n• to ear certificate in curriculum monitoring, analysis, evaluation and development of formative (learner-centred) teaching and learning strategies.\\r\\n• to conduct education quality research.\\r\\n• to learn about data collection, management, analysis and reporting.\\r\\n• systematic macro and micro level support for educators that work in the field of formative assessment, teaching and learning.\\r\\n\\r\\nThe initiative can be re-produced in other countries and cultural context. The course design is developed with the possibility of conducting beyond the current initiative. The needed translation and adjustments of the course in accordance with country context can be performed by the experts of the RCFA with supervision of the course developers. The course can be conducted with participation of one or several countries. It doesn’t have special requirements for participants other than motivation to improve skills for achievement of the better educational results in the classroom.

Governed

RCFA will be playing a key role in implementing the initiative with support from educational institutions. A distinctive characteristic of the initiative is that it covers middle- and low-income countries contemporaneously, which represents regional diversity, cooperation and a constant exchange of experience. The initiative realization is supported by the multinational team from developing countries, including young researchers (PhD students). The initiative has already attracted reputable and experienced specialists which will provide a strong international basis for the initiative capacity. The organizations that are taking part in the initiative involved in the development of the methodology, capacity building and tools for education quality assessment; support the advancement of methods of formative assessment and have an established infrastructure to support all forms and modules of the initiative including broadcasting, data collection, analysis, evaluation and reporting to stakeholders.\\r\\n\\r\\nThe initiative’s design is a 3-module training course that can be effectively used for both: pre-service and in-service training. Three research-based module training programs are organized in 3 countries (Kyrgyzstan, Armenia, Russia) within the course of one of the national pedagogical institutions. In some institutions, the training program was incorporated into post-graduate program on educational assessment and pedagogy to engage more young educators and researchers in ESD area. All three course modules are aimed at achievement of the wide audience through the use of the distant learning technologies, short-term immersion in the studied issues, learning formats through the immediate application of knowledge in practice. \\r\\n\\r\\nEach participating country will broadcast 1 course module. The course is developed in English and Russian and broadcasted with translation options or in some of the preferred languages (Russian or English) depending on the language spoken by the audience. The lectures will have regular students and online participants. Online participants will have opportunity to submit homework and receive feedback from the teacher and get certificate on course completion. All three modules include peer-review activities, live discussions to encourage knowledge and experience exchange. Teachers in profession will receive tasks that they can try in a classroom within the course duration. MA and PhD students will have opportunities to conduct research.

Partners

Russian Center for Formative Assessment (Russia), Moscow City University (Russia), Yerevan State University named after Bryusov (Armenia), Kyrgyz State University named after Abaev (Kyrgyzstan), Center for International Cooperation in Education Development (Russia)

SDGS & Targets

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.5.1

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.a.1

Proportion of schools offering basic services, by type of service

4.b

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

Goal 10

Reduce inequality within and among countries

10.1

By 2030, progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national average

10.1.1

Growth rates of household expenditure or income per capita among the bottom 40 per cent of the population and the total population

10.2

By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status

10.2.1

Proportion of people living below 50 per cent of median income, by sex, age and persons with disabilities

10.3

Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard

10.3.1

Proportion of population reporting having personally felt discriminated against or harassed within the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law

10.4

Adopt policies, especially fiscal, wage and social protection policies, and progressively achieve greater equality

10.4.1

Labour share of GDP

10.4.2

Redistributive impact of fiscal policy

10.5

Improve the regulation and monitoring of global financial markets and institutions and strengthen the implementation of such regulations

10.5.1

Financial Soundness Indicators

10.6

Ensure enhanced representation and voice for developing countries in decision-making in global international economic and financial institutions in order to deliver more effective, credible, accountable and legitimate institutions

10.6.1

Proportion of members and voting rights of developing countries in international organizations

10.7

Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies

10.7.1

Recruitment cost borne by employee as a proportion of montlhy income earned in country of destination

10.7.2

Number of countries with migration policies that facilitate orderly, safe, regular and responsible migration and mobility of people

10.7.3

Number of people who died or disappeared in the process of migration towards an international destination

10.7.4

Proportion of the population who are refugees, by country of origin

10.a

Implement the principle of special and differential treatment for developing countries, in particular least developed countries, in accordance with World Trade Organization agreements

10.a.1

Proportion of tariff lines applied to imports from least developed countries and developing countries with zero-tariff

10.b

Encourage official development assistance and financial flows, including foreign direct investment, to States where the need is greatest, in particular least developed countries, African countries, small island developing States and landlocked developing countries, in accordance with their national plans and programmes

10.b.1

Total resource flows for development, by recipient and donor countries and type of flow (e.g. official development assistance, foreign direct investment and other flows)

10.c

By 2030, reduce to less than 3 per cent the transaction costs of migrant remittances and eliminate remittance corridors with costs higher than 5 per cent

10.c.1

Remittance costs as a proportion of the amount remitted

Goal 16

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

16.1

Significantly reduce all forms of violence and related death rates everywhere

16.1.1

Number of victims of intentional homicide per 100,000 population, by sex and age

16.1.2

Conflict-related deaths per 100,000 population, by sex, age and cause

16.1.3

Proportion of population subjected to (a) physical violence, (b) psychological violence and/or (c) sexual violence in the previous 12 months

16.1.4

Proportion of population that feel safe walking alone around the area they live after dark

16.2

End abuse, exploitation, trafficking and all forms of violence against and torture of children

16.2.1

Proportion of children aged 1–17 years who experienced any physical punishment and/or psychological aggression by caregivers in the past month

16.2.2

Number of victims of human trafficking per 100,000 population, by sex, age and form of exploitation

16.2.3

Proportion of young women and men aged 18–29 years who experienced sexual violence by age 18

16.3

Promote the rule of law at the national and international levels and ensure equal access to justice for all

16.3.1

Proportion of victims of (a) physical, (b) psychological and/or (c) sexual violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized conflict resolution mechanisms

16.3.2

Unsentenced detainees as a proportion of overall prison population

16.3.3

Proportion of the population who have experienced a dispute in the past two years and who accessed a formal or informal dispute resolution mechanism, by type of mechanism

16.4

By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime

16.4.1

Total value of inward and outward illicit financial flows (in current United States dollars)

16.4.2

Proportion of seized, found or surrendered arms whose illicit origin or context has been traced or established by a competent authority in line with international instruments

16.5

Substantially reduce corruption and bribery in all their forms

16.5.1

Proportion of persons who had at least one contact with a public official and who paid a bribe to a public official, or were asked for a bribe by those public officials, during the previous 12 months

16.5.2

Proportion of businesses that had at least one contact with a public official and that paid a bribe to a public official, or were asked for a bribe by those public officials during the previous 12 months

16.6

Develop effective, accountable and transparent institutions at all levels

16.6.1

Primary government expenditures as a proportion of original approved budget, by sector (or by budget codes or similar)

16.6.2

Proportion of population satisfied with their last experience of public services

16.7

Ensure responsive, inclusive, participatory and representative decision-making at all levels

16.7.1

Proportions of positions in national and local institutions, including (a) the legislatures; (b) the public service; and (c) the judiciary, compared to national distributions, by sex, age, persons with disabilities and population groups

16.7.2

Proportion of population who believe decision-making is inclusive and responsive, by sex, age, disability and population group

16.8

Broaden and strengthen the participation of developing countries in the institutions of global governance

16.8.1

Proportion of members and voting rights of developing countries in international organizations

16.9

By 2030, provide legal identity for all, including birth registration

16.9.1

Proportion of children under 5 years of age whose births have been registered with a civil authority, by age

16.10

Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements

16.10.1

Number of verified cases of killing, kidnapping, enforced disappearance, arbitrary detention and torture of journalists, associated media personnel, trade unionists and human rights advocates in the previous 12 months

16.10.2

Number of countries that adopt and implement constitutional, statutory and/or policy guarantees for public access to information

16.a

Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime

16.a.1

Existence of independent national human rights institutions in compliance with the Paris Principles

16.b

Promote and enforce non-discriminatory laws and policies for sustainable development

16.b.1

Proportion of population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law

Goal 17

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

17.1

Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection

17.1.1

Total government revenue as a proportion of GDP, by source

17.1.2

Proportion of domestic budget funded by domestic taxes

17.2

Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries

17.2.1

Net official development assistance, total and to least developed countries, as a proportion of the Organization for Economic Cooperation and Development (OECD) Development Assistance Committee donors’ gross national income (GNI)

17.3

Mobilize additional financial resources for developing countries from multiple sources

17.3.1

Additional financial resources mobilized for developing countries from multiple sources

17.3.2

Volume of remittances (in United States dollars) as a proportion of total GDP

17.4

Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress

17.4.1

Debt service as a proportion of exports of goods and services

17.5

Adopt and implement investment promotion regimes for least developed countries

17.5.1

Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries

17.6

Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism

17.6.1

Fixed broadband subscriptions per 100 inhabitants, by speed

17.7

Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed

17.7.1

Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies

17.8

Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology

17.8.1

Proportion of individuals using the Internet

17.9

Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation

17.9.1

Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries

17.10

Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda

17.10.1

Worldwide weighted tariff-average

17.11

Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020

17.11.1

Developing countries’ and least developed countries’ share of global exports

17.12

Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access

17.12.1

Weighted average tariffs faced by developing countries, least developed countries and small island developing States

17.13

Enhance global macroeconomic stability, including through policy coordination and policy coherence

17.13.1

Macroeconomic Dashboard

17.14

Enhance policy coherence for sustainable development

17.14.1

Number of countries with mechanisms in place to enhance policy coherence of sustainable development

17.15

Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development

17.15.1

Extent of use of country-owned results frameworks and planning tools by providers of development cooperation

17.16

Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries

17.16.1

Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals

17.17

Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships

17.17.1

Amount in United States dollars committed to public-private partnerships for infrastructure

17.18

By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts

17.18.1

Statistical capacity indicators

17.18.2

Number of countries that have national statistical legislation that complies with the Fundamental Principles of Official Statistics

17.18.3

Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding

17.19

By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries

17.19.1

Dollar value of all resources made available to strengthen statistical capacity in developing countries

17.19.2

Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration

SDG 14 targets covered