Innovations in Global Learning Metrics: A focused debate among users, producers, and researchers

Highlights from the second symposium hosted by the Office of Global Engagement

November 15-16, 2018

Arizona State University’s Office of Global Engagement at Mary Lou Fulton Teachers College hosted our second symposium Innovations in Global Learning Metrics: A focused debate among users, producers, and researchers. This invitation-only event was funded by the Spencer Foundation and Open Society Foundations and took place at Arizona State University in Tempe, Arizona on November 15-16, 2018.

The broad goal of bringing together a small group of stakeholders, test developers, researchers, political and social leaders was to advance a policy dialogue about a more effective and meaningful use of GLMs for education policy-making at both national and international levels. During the symposium, we discussed strategies for linking education GLMs to other relevant social global metrics (health, economic, demographic) in the context of SDG4. We also explored display technologies for data visualization, modeling, and simulation to assist in the processes of evidence-informed decision making related to GLMs.

Results

The Innovations in Global Learning Metrics symposium resulted in a number of scholarly outputs including working papers and commentaries, an animated video, as well as other publications and reports.

Video

Why Measure Un-Sustainable Education? by Janna Goebel, Gustavo E. Fischman, and Iveta Silova. Animation by Bernardo Medeiros

One of the findings of the Innovations in Global Learning Metrics symposium was that measures of education quality need to follow a new path forward to include notions of environmental awareness and education for sustainability. These findings are summarized in this video.

Publications and Reports

Why Measure Un-Sustainable Education? by Janna Goebel, Gustavo E. Fischman, and Iveta Silova

Resources

FreshEd with Will Brehm | Global Learning Metrics Podcast Series

J. Douglas Willms | Learning Divides: Using Data to Inform Educational Policy

ILSA Gateway

International Institute for Educational Planning & UNESCO

Mandinach, E. B. & Gummer, E. S. (2016). Data literacy for educators: Making it count in teacher preparation and practice. New York: Teachers College Press.

Rosling, H., Rosling, O., Rosling Rönnlund, A. (2018). Factfulness: Ten reasons we’re wrong about the world – and why things are better than you think.  New York: Flatiron Books.

Singer, J., Braun, H. & Chudowsky, N. (2018). International education assessments: Cautions, conundrum, and common sense. Washington, D.C.: National Academy of Education.

Stone, D. (2001). Policy paradox: The art of political decision making. New York: W. W. Norton & Company.

Sykes, G., Schneider, & B., Plank, D., (2009). Handbook of Education Policy Research. New York: Routledge.

Teachers College Record Vol. 117, No. 4 (2015): Data driven decision making in education. 

Partners and Sponsors

We would like to thank the Spencer Foundation, Open Society Foundations, and ASU Knowledge Enterprise Development for their generous support of this work as well as Arizona State University for hosting the symposium summarized in this website.