| Session Title: Evaluation of Educational Outcomes: Experience of Jordan |
| Multipaper Session 614 to be held in Peale Room on Friday, November 9, 1:55 PM to 3:25 PM |
| Sponsored by the International and Cross-cultural Evaluation TIG |
| Chair(s): |
| Husein Abdul-Hamid, University of Maryland University College, habdul-hamid@umuc.edu |
| Discussant(s): |
| Harry Patrinos, World Bank, hpatrinos@worldbank.org |
| Abstract: Jordan has made huge investments in education reforms. The latest education reform (2003-2007) was designed to transform the education system to focus on the skills necessary for a knowledge economy. Curriculum and assessment tools have been enhanced to focus on learning outcomes and new textbooks and supplementing materials have been developed. Technology has been added to all schools in the Kingdom. The proposed session will focus on how three evaluation studies are helping in shaping education policies and reform initiatives. |
| Performance of Jordan in International Assessment |
| Khattab Abdu-Libdeh, Jordan National Center For Human Resources Development, klebdeh@nchrd.gov.jo |
| Jordan has been participating in the Trends of International Mathematics and Science Study (TIMSS) since 1999. In this paper we will present the performance of Jordan in both 1999 and 2003. Overtime changes in performance as well as determinates of learning will be covered. Analysis was conducted using Hierarchal Linear Models (HLM). Jordanian eighth-grade students perform relatively well in science but still lag behind other countries in mathematics. While socioeconomic and family characteristics related to education continue to have the biggest influence on student achievement, between-schools differences in achievement are associated with school authority (public versus private), school location (urban versus rural), and school climate (including teacher morale). Gender is also a significant factor in achievement to the advantage of girls. School resources and teacher qualifications were also investigated and tend to have positive influence on achievement. |
| An Evaluation of the Discovery Schools' Experiment |
| Khaled El-Qudah, Jordan National Center For Human Resources Development, kqudah@nchrd.gov.jo |
| A pilot of 100 schools (K-12 named discovery schools) was organized to assess the value-added as a result of the use of information and communication technologies in instructions. The purpose of this evaluation study was to provide a relatively complete portrait of the status of learning and teaching currently existing in discovery schools, with a concern to identifying positive and negative features of that status. It is hoped that the findings of this study will lead the Ministry of Education and other stakeholders to carefully review the process of educational change at these schools. Multi-case study method was used to answer questions related to what is used, frequency of use, how it is used, proficiency of use, and observe the value on the overall learning environment. Perceptions were also captured regarding the use of information and communication technologies in teaching and learning. |
| Assessment of Knowledge Economy Skills in Jordan |
| Husein Abdul-Hamid, University of Maryland University College, habdul-hamid@umuc.edu |
| As part of the evaluation framework for the Education Reform for Knowledge Economy (ERfKE) project, a national assessment of knowledge economy skills was developed to measure the change, overtime. The instrument was constructed for students in three grades: fifth, seventh, and eleventh representing the three education cycles. The test measures students' ability to apply concepts to deal with and solve real-life situations under three content domains: reading, mathematics, and science. The test was administered at 400 schools representing all schools in the Kingdom and about 11,000 students participated. Survey data was also collected from students, teachers and school principals. In this paper we will discuss the achievement levels and the determinants of learning based on Generalized Least Squares (GLS) analysis. The study offers policy recommendations related to school resources, environment, and classroom activities controlling for socioeconomic status, school location, and school authority. |