International Research of Students Achievements
Center for International Cooperation in Education Development
International Research of Students Achievements (IRSA) is a cross-country project aimed at achievement of SDG 4 (targets 4.1 and 4.C) and SDG 17th (targets 17.9 and 17.6) through promotion of use of innovative methodologies for education quality assessment, capacity building, production of reliable scientific data for better policymaking and accelerating regional and transnational cooperation. The core of the IRSA Project is a longitude research supported by training, knowledge exchange events, contributions to public good and wide results dissemination. The current participating countries include Armenia, Belarus, Kyrgyzstan, Tajikistan and Russia.
Core activity for the IRSA is a longitudinal cross-country research. The planning for the project is done through joint work of group of experts from participating countries under supervision of international consultants. National teams participate in the field work collecting data using modern methodology for assessment. It is necessary to introduce new effective instruments to measure learning outcomes for low-income countries to keep them on track with SDG agenda while not all of them can participate in international monitoring such as PISA, etc. Key activities encompass three domains: training and “learning by doing”, research conducting and results dissemination. Training and “learning by doing” activities aim at developing educators’ capacity including youth and specialists without experience. Main approach is a “learning by doing” when national teams take part in localization of an assessment tool and studying tool methodologies, data analysis and project results dissemination. Specialists also encouraged to publish papers on the research results and present them at different international events. Project includes regulas seminars with educational authorities (including policymakers) on improvement of education through use of reliable data. Regular assessment, rather than single-slice sampling, will make it possible to track trends in the level of achievements and quality of education over time. Financial resources for the project provided by the READ Program. Participating countries represented by organizations dedicate resources such office premises and equipment, paid working time and other resources necessary for conducting research and organizing educational events.
IRSA results is information on quality of basic education in participating countries and factors that impact it the most. Research has a special focus on schools with students from ethnical minorities and vulnerable groups. Information used for educational interventions and management in frames of countries’ strategy to achieve SDG4. It is presented at seminars in participating countries (with governmental representatives to ensure encoring research results in educational policy) and workshops, cost-effective online information sharing via websites and webinars, and support for the publication of the findings by national teams. Other outcomes include improved capacity of local educators in frames of use of educational assessment in everyday teaching practices and the possibilities it provides for better education quality management. Making professional society, general public (mostly educational stakeholders) more aware of SDGs implementation is also an outcome of the IRSA project.
The biggest constrain was the level of expertise held by the local specialists. Education quality assessment and research is a new scientific sphere for some countries and there are very few specialists who can conduct research. Project included overcoming of this through constant tailored practical and theoretical training. School administration and parents were also not aware of the need for additional testing. Special attention was paid to inform general public of outcomes of the project (improving education quality and making it more inclusive). Common past and shared approaches of the project countries helped to overcome difficulties.
IRSA is underlined by the solid methodology. It was planned, developed and reviewed with help of world known experts in the sphere. The universal methodology of the IRSA research is scalable and can be used in the countries with similar educational approach or cultural context. Instruments used for data collection was developed for use in Russia but then localized for other languages and cultural context. Universal localization methodology is also reviewed by World Bank experts and provided to new project participants. The methodologies for IRSA and localization provided for free. The localized tools become countries own. Tools for assessment are provided for teachers and school administrations to use in everyday practice. All interested parties can use the tool and receive training on its use free of charge. Project also supports any further research work that applies methodologies. IRSA is open for participation to more countries.
http://www.ciced.org/irsa/ http://www.readprogram.org/ https://eca-ces.ru/ https://sustainabledevelopment.un.org/partnership/?p=36312 Partners of the project: Center for Science and Research of the National Institute of Education of the Republic of Belarus, National Center for Assessment and Testing under the Government of the Republic of Armenia, National Assessment Center under the President of the Tajikistan, National Center for Education Quality and Information Technologies under the Ministry of Education and Science of the Republic of Kyrgyzstan.
IRSA unites specialists from many countries. For the purposes of the project distant learning technologies and online communications platform were used from the day one. IRSA project continued to operate almost without any interruption. 2020 was the year to present the first results (in the format of publications and presentations at events) and it was made successfully due to big effort of organizers of the international conferences that managed to move them to online format. COVID-19 also stimulated to advance our work of converting many assessment tools applied in the IRSA into computerized format that doesn’t require strong internet connection so they could be used practically in any school. These assessment tools can be used in teaching practices during long distant learning periods.
SDGS & Targets
Deliverables & Timeline
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Project unites specialists of different levels and countries. Core team represented by national centers for educational assessment in Armenia, Belarus, Kyrgyzstan, Tajikistan. Key stakeholders are policymakers, educational authorities, teachers, school administration, researchers (including graduate students), international organizations, donors. Project served as a platform for creation of Europe and Central Asia Comparative Education Society.