Teacher Implemented Tools

Each Schools2030 country develops a suite of assessment tools to measure holistic learning domains of relevance to teachers. To ensure that the tools developed embody the principles of Schools2030, we follow a six-step process, rooted in contextual realities.

Each of these steps is led by the assessment partners in each of the ten Schools2030 countries. The GAPs’ role is to provide feedback, advice and support where needed. The GLACP also facilitate peer-to-peer learning between country teams.

First steps, in the course of a year

Step 1: Landscape Analysis

Map Assessments > Run Consultations > Align with Policies

The process begins with understanding what tools and approaches already exist and are already being used to measure holistic learning. This step has also been important for identifying any policy or curriculum frameworks that exist for holistic learning.

Step 2: Define Constructs

Choose Domains > Define Constructs

Step two brings together a diverse coalition of actors to discuss which domains to prioritise and how they should be defined. Using the 27 Schools2030 global domains, teams in each country work to define what the chosen domains mean in their context. While the same domains may be chosen by multiple countries, they are being defined differently in different contexts, with the needs of teachers and learners in mind.

Project yearly cycle

Step 3: Develop / Adapt items

Align to Context > Adapt or Develop Items > Pilot Items

The next step is mapping the database of items and tools available to the construct definition for adaptation. Where no items exist that map to the construct definition new items will be developed. This stage also includes piloting items to assess their performance.

Step 4: Develop Assessments

Analyse item performance > Select items > Quality Assurance

Using the data on item performance from the pilot assessments, assessment partners choose the best performing items, ensuring coverage of the domains. These assessments are then reviewed and compiled, ready for use by teachers to feed into the HCD process.

Step 5: Support Use

Train teachers > Provide Ongoing support > Provide Quality Assurance

Teachers are the key party in delivering assessments and using their results. Assessment teams train teachers and provide them with support throughout the process of administering assessments and interpreting the results. This forms part of the “explore” phase of the HCD process.

Step 6: Reflect, Adapt, Iterate

Synthesise Data > Analyse Quality > Iterate Items

Every cycle of assessment ends with reflection and iteration using results to analyse the quality of the assessment tools, with items and tools being refined throughout the process.
This increases the quality of the tools over the course of the Schools2030 programme and improves what is available publicly through the Schools2030 item bank.

tools and guidance notes

As part of Schools2030’s commitment to global public goods, all the guidance notes, tools, and synthesis of results will be made publicly available.