Re:Learning - A Schools2030 Podcast

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is designed to accompany a handbook on supporting teachers with assessment for learning. Teachers and their practice in assessment sits at the heart of Schools2030. In addition to providing teachers with robust, easy to use tools for measuring learning, the programme also aims to support them in growing and strengthening their other formative assessment practices. To do this we have produced a handbook which views teachers as using a "toolbox" of assessment approaches to track learning in their classrooms. The handbook provides strategies for teams looking to support teachers add to and grow this toolbox.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the sixth in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment.

This episode is the second part of a two part conversation on measuring non-academic learning outcomes.

For this conversation I was joined by Vishal Talreja co-founder of dream a dream, who have worked extensively in India on supporting vulnerable and marginalised children through life-skills education, John Mugo, executive director and founder of Zizi Afrique, who work on building the holistic competencies of youth in East Africa, and Rachel Outhred, Managing Director of Oxford MeasurEd, Schools2030’s global learning assessment coordination partner.

In this part, Vishal, John, Rachel and I build on our previous discussion of what we mean by non-academic learning, turning our attention to how measuring non-academic learning differs to measuring academic learning, and some of the complexities involved for those designing assessments.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the fifth in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment.

This episode is part one of a two part conversation on measuring non-academic learning outcomes.

For this conversation I was joined by Vishal Talreja co-founder of dream a dream, who have worked extensively in India on supporting vulnerable and marginalised children through life-skills education, John Mugo, executive director and founder of Zizi Afrique, who work on building the holistic competencies of youth in East Africa, and Rachel Outhred, Managing Director of Oxford MeasurEd, Schools2030’s global learning assessment coordination partner.

In this first part, Vishal, John, Rachel and I discuss what it is we mean by non-academic learning, and why think it is important to measure it.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the fourth in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment.

This episode is the second part of a two part conversation on designing learning assessments that will be useful and usable for a range of actors in the education sector.

For this conversation I was joined by Laura Savage, executive director of the International Education Funders group, an affinity network of philanthropic organisations working in Education, Luca Maria Pasando, faculty member on demography and sociology at McGill University, and consultant to UNICEF Innocenti, and Maurits Spoelder, Monitoring and Evaluation Specialist for Education Cannot Wait, the multilateral fund for education in Emergencies.

In this second part of our conversation, Laura, Luca, Maurits and I discussed how culture and context should influence the design of assessments, and how assessments and assessment systems can support the most marginalised learners.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the third in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment.

This episode is part one of a two part conversation on designing learning assessments that will be useful and usable for a range of actors in the education sector.

For this conversation I was joined by Laura Savage, executive director of the International Education Funders group, an affinity network of philanthropic organisations working in Education, Luca Maria Pasando, faculty member on demography and sociology at McGill University, and consultant to UNICEF Innocenti, and Maurits Spoelder, Monitoring and Evaluation Specialist for Education Cannot Wait, the multilateral fund for education in Emergencies.

In this first part of our conversation, Laura, Luca, Maurits and I talked about who uses assessment data and what they use it for. We then discussed how those designing learning assessments can work to produce tools and data that are useful for teachers as well as for policy makers.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the second in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment.

This episode is the second part of a two part conversation on fundamental concepts in learning assessment

For this conversation I was joined by Abbie Raikes associate professor at the university of Nebraska medical centre and college of public health and a developmental psychologist working on measuring both the environment that children are in, and their emerging competencies, David Yeager, a developmental psychologist at the university of Austin Texas, working on the development of measures that can track young people on their trajectories towards thriving and wellbeing, and Matthew Jukes, an education researcher at RTI International, who has spent his career working on the measurement of early literacy, socio-emotional skills, and more recently, learning through play.

In the first part we covered the question of what is learning assessment and why it is important. In this second part, we introduce concepts of reliability, validity and fairness, and ways in which they can be strengthened.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the first in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment. 

This episode is part one of a two part conversation on fundamental concepts in learning assessment.

For this conversation I was joined by Abbie Raikes associate professor at the university of Nebraska medical centre and college of public health and a developmental psychologist working on measuring both the environment that children are in, and their emerging competencies, David Yeager, a developmental psychologist at the university of Austin Texas, working on the development of measures that can track young people on their trajectories towards thriving and wellbeing, and Matthew Jukes, an education researcher at RTI International, who has spent his career working on the measurement of early literacy, socio-emotional skills, and more recently, learning through play.

In this first part, Matthew, Abbie David and discuss what we mean by learning assessment, why we believe it is important, as well as some of the risks of measuring learning and how they can be avoided.

Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments. 

This is the very first episode of Re:Learning, and as such, serves as an introduction to the programme and its approach to learning assessment. 

We are joined in conversation by Dr Bronwen Magrath, global programme manager for Schools2030, who talks about; what the programme is, why we believe it is an important initiative, and how assessment fits into the programme activities. 

Dr Rachel Outhred, managing director for Oxford MeasurEd and lead for the global assessment partnership for Schools2030 then speaks about how we will make all of this happen. Rachel talks about how Schools2030 brings together a whole ecosystem of actors to deliver assessment tools that are context driven and rigourous. 

We then come back at the end to reflect on some of our hopes and ambitions for the programme.