期刊名称：FIRE: Forum for International Research in Education
印刷版ISSN：2326-3873
出版年度：2019
卷号：5
期号：3
页码：69-83
DOI：10.32865/fire201953137
出版社：Lehigh University
摘要：The paper focuses on work undertaken in Cambodia to develop a monitoring
framework that integrates Multi-lingual Education (MLE) with Child Friendly School (CFS)
indicators. I begin by comparing CFS dimensions and indicators in Cambodia with those of
the Philippines, and Nepal, and aligning MLE principles, arguments and foci with the CFS
framework. I argue that an evidence-referenced system, such as the use of a rubric, is a model
for giving meaning to achievement by linking it to evidence of growth or progress and
measurement along a developmental continuum. Rather than just monitoring against a
summative checklist, an evidence-based system describes the evidence so that progress can
be benchmarked, and programs can be improved. Based on analysis of this research, I suggest
an approach that could be used to reflect MLE indicators within the CFS framework, using
an evidence-based rubric to monitor progress along a developmental continuum.
