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2 results on '"Global alliance to monitor learning (GAML)"'

1. International assessment of low reading proficiency in the adult population: A question of components or lower rungs?

Author

Grotlüschen, Anke, Nienkemper, Barbara, and Duncker-Euringer, Caroline

Subjects
*EDUCATIONAL tests & measurements, *ADULT literacy, *NUMERACY, *TESTS of Achievement & Proficiency, *ADULT education
Abstract

Among the United Nations' 17 Sustainable Development Goals (SDGs) launched in 2015, the fourth goal (SDG 4) is dedicated to education, and one of the ten targets within that goal specifically addresses adult literacy and numeracy skills. Efforts to reach this target involve monitoring, which in turn involves assessment. The most powerful instrument for assessing literacy proficiency is the Programme for the International Assessment of Adult Competencies (PIAAC), conducted by the Organisation for Economic Co-operation and Development (OECD). It has five hierarchically organised proficiency levels for literacy. A sixth category, labelled "below Level 1", lumps together low proficiencies at the bottom end of the proficiency continuum. To boost effective action in addressing SDG 4, the UNESCO Institute for Statistics (UIS) recently launched the Global Alliance to Monitor Learning (GAML), which aims to support national assessment strategies and to develop internationally comparable indicators and methodological measurement tools. While PIAAC Levels 1–5 are already broadly suitable for international comparison, the "below Level 1" category has so far only been assessed by individual countries (e.g. Canada, the United States, the United Kingdom and Germany) using instruments developed nationally. Focusing on the reading aspect of literacy, the authors of this article investigate how these nationally developed low proficiency assessment instruments might be adjusted to facilitate international comparability. [ABSTRACT FROM AUTHOR]

Published
2020
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2. International assessment of low reading proficiency in the adult population: A question of components or lower rungs?

Author

Anke Grotlüschen, Caroline Duncker-Euringer, and Barbara Nienkemper

Subjects
Monitoring, media_common.quotation_subject, assessment, competence, Adult population, lifelong learning, literacy, Literacy, Education, Programme for the International Assessment of Adult Competencies (PIAAC), Germany - Reduced Version [Lower-rungs approach, Reading components approach, Reading proficiency levels, Fourth sustainable development goal (SDG 4), Global alliance to monitor learning (GAML), ZA5845], Bildungswesen quartärer Bereich, Berufsbildung, Erwachsener, Adult literacy, ddc:370, Numeracy, reading, Political science, Reading (process), Alphabetisierung, Bildung und Erziehung, Social sciences, sociology, anthropology, media_common, Sustainable development, Erhebungstechniken und Analysetechniken der Sozialwissenschaften, Medical education, Sozialwissenschaften, Soziologie, adult, Comparability, Beurteilung, Vocational Training, Adult Education, lebenslanges Lernen, Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods, Alliance, Lesen, ddc:300, Kompetenz
Abstract

Practice engagement theory (PET) posits that individuals' literacy proficiencies develop as a by-product of their engagement in everyday reading and writing practices and, reciprocally, that literacy proficiencies affect levels of engagement in reading and writing practices. This suggests that literacy training which increases engagement in meaningful practices might generate proficiency growth. Research has shown that this approach does indeed seem to be effective in improving (adult) learners' literacy proficiency. A number of cross-sectional comparisons of participants' and non-participants' performance in various training activities, as well as quantitative modelling of adults' proficiency growth in longitudinal studies have confirmed the theoretical assumptions of PET. The authors of this article describe the first application of PET to literacy and numeracy development in a longitudinal study of a nationally representative adult population. Their investigation followed a sample of adults initially interviewed and assessed in the German component of the Programme for the International Assessment of Adult Competencies (PIAAC), adding longitudinal data from three additional waves of the national extension study (PIAAC-L), which included repeated assessments of literacy and numeracy proficiency over a period of three years. The authors’ quantitative modelling of the growth of literacy and numeracy proficiency over time provides strong support for PET. Their comparisons of how various practice engagement indexes predict growth of literacy and numeracy proficiencies indicate that reading engagement is the strongest predictor of literacy growth and maths engagement is the strongest predictor of numeracy growth. The authors conclude their article by considering their findings’ implications for sustainable development, lifelong learning policy and future research into the development of adult literacy and numeracy proficiency.

Published
2020

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