The large online assessment organizations USL1 can work with

As years go by, the number of the national or global online organizations for the  assessments of school education are increasing. Here we list some of them so that the USL 0.5 or 1 participating cities, states, or national goverments can align themselves with. The list below is by no means exhaustive, but they can be handy starting points.

If the state or national MOEs or DOEs or governments in general can coordinate USL 1 pilot studies with these organizations, then the whole thing can operate with the relatively low costs and quick time.

For each school districts, where there are at least 10,000 students to 100,000 students, once the coordinations with one of these assessment organizations are settled, then we can test the effectiveness of USL1 impacts rather easily.

 

INTERNATIONAL ASSESSMENTS: TIMSS and PISA

From 2015 on, TIMSS start TIMSS Numeracy for the developing or underdeveloped countries and we believe that we have great potentials to collaborate with. For the developing countries, here is the link to TIMSS Numeracy 2015 brochure. Perhaps TIMSS will be more relevant for now as we´ll start with 2-5th grades first and as we will expand to the grade 6-12 later.

 

ONLINE ASSESSMENTS from the U.S.A.: NAEP, Smarter Balanced, and PARCC

From 2015 on, millions of students from the U.S. have to take the online assessments that are aligned with the new and more rigorous Common Core State Standards (CCSS).

SmarterBalancedMemberStates2015

Source: Smarter Balanced web site

 

 

 

 

Google Traductor

Traductor, tradução, 번역 (predeterminado en español)

current focus on MMU x.x series

MMU1: just to uplift the math poorest half average to the math top half average, which normally would take at least 50-100 years in the average OECD nations with almost no exceptions at least according to the PISA and TIMSS math rsults 1995-2015 (and you should know that this is a revolution, not some sort of useless reforms that have been going on in the entire developed OECD nations). To reduce the hyper-skepticism, my initial target may be reducing the math poverty by 20-30% and raising the proficiency in similar manner, which still would normally take at least 30-50+ years in at least 90% of the developed countries, their states or big cities. Current focus is on the MMU1 series as the warm-up exercises as forms of pilot studies to demonstrate the math EDU revolution is not only possible in spite of the hyper-bureaucracy of the EDU establishments that simply would not any of the most breakthrough innovations in EDU and will instead keep on playing with the furitless, fancy toys of the math EDU apps and technology.

The Fundamental Premises Of USL1 And USL

USL will use the colossal cognitive capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-50 times faster and more effective than the Business As Usual typically, to trigger the equally colossal gains in the socio-economy in exchange of their willingness of the participating governments - under a new UN-led treaty hopefully - to collectively contribute the reasonable ratios of the expected surplus gains in their economies to resolve the top global crises. Each of the governments will mostly focus on resolving their crises of course, but they have to contribute to the world communities to prosper with the sustainable growths together not at the exclusion of half of the world that is poverty-stricken. USL 1 will be the fastest, easiest, and cheapest way to collectively contribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to resolve the most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, renewable energy-based, sustainable global environment and the circular economy, to help end the poverty much faster than without, while making the average people learn math and science faster and easier than prodigies. As the original USL is too fast and too disruptive (as it can literally make average people learn math and science 1,000%-50,000% times faster) to transform and people are too skeptical, we are currently focusing on only 2-5% and up to 10% at most of its capacity called USL 0.25-0.5-1.0 for the state and national governments as well as the UN.

USL1 Global Movements With Governments: 3 Steps & 3-Tier Economic Gains

STEP 1) Math Education Reform USL 0.25 at the city and USL 0.5 at the state government levels (advancing their regional average math skill levels by half a year, which normally takes 10-30 years to most of the OECD countries, in just 2-3 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year or more, which normally takes 2-5 decades to most of the OECD countries, in just 2-4 years). STEP 3) Math Education Reform USL 1 at the national government & the UN treaty levels (advancing their regional average math skill levels by 2 years or more, which (almost) never happened to virtuallly all of the OECD member countries, in just 2-5 years). For each of the following step, we will try to create local, regional, or national Social Enterprise for each government - if they are willing as the gains are tremendous potentially - to share the profits together. So the governments will have the 3-layered benefits: ... 1) USL 0.x will enrich not only the math education that helps each USL x participating regions, 2) but also to prosper together as Social Enterprise board members of the corresponding regions. 3) once the UN gets involved, then the certain portions of the massive surpluses to their local or regional economies will be properly redistributed for the global social, energy, environmental, equality and poverty causes.