Because the target age group for Pratham’s Annual Status of Education Report (ASER) comprises children in the elementary school age group, ASER normally collects information only about sampled children’s school enrollment and basic learning abilities.
ASER 2017: ‘Beyond Basics’ was released in New Delhi on 16th January 2018. This is the twelfth annual report. Every year since 2005, the Annual Status of Education Report (ASER) has reported on children’s schooling status and their ability to do basic reading and arithmetic tasks.
The citizen-led assessment model was born in India in 2005 when India’s largest NGO – Pratham, designed an innovative new approach to assess the basic reading and numeracy competencies of all children, regardless of their schooling status.
Reflexiones en curso Nº5 sobre Cuestiones fundamentales y actuales del currículo, el aprendizaje y la evaluación :
¿Para qué sirve ir a la escuela? ¿Es importante ir a la escuela?
Preguntamos esto a más de 12000 niños y jóvenes en el sureste dentro del proyecto “Medición Independiente de Aprendizajes-MIA” desarrollado por CIESAS y la Universidad Veracruzana. Las respuestas son contundentes.
What a difference a year makes. Last week in Nairobi, when we woke to find a grey blanket of fog wrapped around our conference centre, it was hard to believe that only a year ago, the founding directors of our citizen-led assessment movement set up the People’s Action for Learning (PAL) Network.
According to a review undertaken by Charlotte Waters at the Australian Council for Educational Research (ACER), the citizen-led approach being used in India, Mali, Senegal, Kenya, Tanzania and Uganda is yielding reliable information about children’s basic learning levels, measuring change in these levels and raising awareness of local issues.
El proyecto Medición Independiente de Aprendizajes (MIA), arrojó que, entre los estudiantes evaluados de 5º año de primaria, el 25.7 por ciento de los alumnos de Quintana Roo no son capaces de leer una historia de 2º de primaria, contra los 19.4% de Puebla, el 17.6% de Yucatán, y el 13.8% de los niños veracruzanos.
When assessing whether children can read, we should remember why reading is so critical, and why we should be concerned when children miss out on this critical skill. Everyone reading this blog had a moment in childhood when meaningless swirls on a page began to make sense.
With the Sustainable Development Goals, the international community has pledged to ensure that every child is in school and learning by 2030. Reading is a gateway skill to all other learning, which explains the growing use of oral reading assessments to evaluate and improve the skills of young children.