Agenda

Welcome and Introduction

• The role of the conceptual framework and theory of change in measuring education processes and outcomes
  (Larry Aber, New York University)
  Present different types of measures of educational processes and outcomes; Describe how to choose the measures and their benefits and drawbacks: conceptual, logistical, psychometric, sociometric; Theory of change

SESSION 1: Measuring Student Learning Outcomes

• Overview of basic education instruments commonly used in low- and middle-income countries to measure cognitive outcomes
  (Marguerite Clarke, The World Bank)
  Cognitive outcomes; Common instruments; Technical issues; Basic steps to keep in mind
• Case study: Pakistan
  (Jishnu Das, The World Bank)
  How interventions can help to improve learning? Research on how children learn and the determinants of learning; Intersection of behavior and measurement
  
• Case study: Guinea
  (Marie-Helene Cloutier, The World Bank)
  Evaluate performance based incentives for teachers; Focus on the design process 
  
• Case study: Malawi – Measuring adolescent learning outcomes and skills
  (Berk Özler, The World Bank)
  A look at assessments at the 2-year and 4-year follow-up; Samples from Mathematics and English tests in Malawi
• Overview of analytic concerns in designing and assessing child outcomes: Analyzing the EGRA for use in impact evaluations: Factor scoring techniques
  (Peter Halpin, New York University)
  Analyzing the “Early Grade Reading Assessment” for use in impact evaluations; Promoting literacy and mathematics outcomes; How can we best assess the impact of “Opportunities for Equitable Access to Quality Basic Education” on student literacy using the “Early Grade Reading Assessment?”

SESSION 2: Measuring Executive Functioning and Psychosocial Outcomes

• Developing and validating instruments using item response theory: The African Youth Psychosocial Assessment (AYPA)
  (Theresa Betancourt, Harvard School of Public Health)
  Measuring mental health constructs cross-culturally-challenges and methods; Northern Uganda context; Qualitative and other studies; Refining the African Youth Psychosocial Assessment using “Item Response Theory”
  
• Overview and case study: Tablet-based performance assessments of executive functioning
  (Margaret Sheridan, Harvard Medical School and Amar Hamoudi, Duke University, Sanford School of Public Policy)
  Development of tools to measure discrete, domain general cognitive skills that can be cost-effectively incorporated into multipurpose population based surveys

SESSION 3: Measuring Middle Childhood and Adolescent Intermediate and Mediating Outcomes

• What are the options and their benefits and trade-offs? An overview of instruments
  (Carly Tubbs, New York University and Alice Wuermli, TIES/UC Davis)
  Understanding mechanisms and contexts of interventions: When, why, and where interventions work?  What mechanisms should we measure and how should we measure them? Identifying and measuring settings’ social processes

SESSION 4: Using the Teacher Instructional Practices and Processes System (TIPPS) Classroom Observation Instrument – Intervention Tool for Feedback, and Measure of Mediation

• The Teacher Instructional Practices and Processes System: An overview and implementation guidelines
  (Ed Seidman, Sharon Kim, Mahjabeen Raza, New York University)
  Ways of gathering observational data on the classroom; “Teacher Instructional Practices and Processes System” concepts, usage, and training
  
• Describing Profiles of Instructional Practice: A new approach to analyzing classroom observational data using TIPPS data from Uganda
  (Peter Halpin, New York University)
  What are the measurement issues and when to use (Multilevel) Latent Class Analysis?

SESSION 5: Using the Stallings Classroom Observation Instrument

• Measuring teacher effectiveness in the classroom
  (Barbara Bruns, The World Bank)
  Measuring teacher effectiveness with the Stallings “classroom snapshot”
  
• Presentation of measurement inventory: Where are the gaps and what needs to be done?
  (Alice Wuermli, TIES/UC Davis and Carly Tubbs, NYU)
  Summary and wrap-up of the 2-day workshop and resources for future study