Educational Assessment

WHAT IT IS AND WHAT IS NOT EDUCATIONAL ASSESSMENT
• IS THE METHODOLOGICAL PROCESS TECHNICIAN-USED INSTRUMENTS (REAGENTS, INTERVIEW

S) DATA FOR REAL, AND ESTABLISH THE USEFUL RESULTS MAKING PUBLIC POLICY TO EDUCA
TIONAL IMPROVEMENT AND INNOVATION.
• THE CLAIM IS A SOCIAL ASSESSMENT FOR THE TRANSPARENCY AND ACCOUNTABILITY, AND
SOCIAL RESPONSIBILITY IN WHICH ALL PLAYERS MUST WIN.
Regional Headquarters Huauchinango 211-3
• Evaluation is not an end but a means, a scientific tool for a diagnosis, not j
ust quantitatively but qualitatively of great importance and influence in social
life, paying to generate a culture of evaluation. • EVALUATION NOT QUALIFY FOR
THE PEOPLE BUT TO WHERE THEY ARE PROCESSES ARE RESPONSIBLE OR IMPLIED, IE, NO AS
SESSMENT blame, but simply offers STATE INFORMATION THAT THINGS ARE, valuation a
nd appraisal WITH EVIDENCE FOR MAKING DECISIONS FOR IMPROVING AND / OR INNOVATIO
N IN THE SCOPE OF THE EVALUATION UNIT.
EVALUATION IS NOT A TOOL FOR TECHNICAL OR INSTRUMENT, AS HE DID BEFORE, THE CONT
ROL AND / OR THE AUDIT PROCESS.
ASSESSING THE POLLS ARE NOT TO RAISE sometimes to know certain specific issues.
THE EVALUATION PROCESS SHOULD BE intentions, SYSTEMATIC, continuous and integral
.
COMPETITION. IS PSYCHO-PHYSICAL INTELLECTUAL CAPACITY OF AN INDIVIDUAL FOR THE E
FFICIENT PERFORMANCE OF AN ACTIVITY.
SKILL. SYSTEM actions to solve a particular task, ie the assimilation of knowled
ge that can be applied to solve a problem.
TYPES OF ASSESSMENTS
BASIC AND MEDIA LIAISON SUPERIOR SCHOOL UTILIZATION FACTOR PROFESSIONAL PREPARAT
ION
NATIONAL
Excal 00, 03, 06 AND 09 REVIEW OF OPPOSITION COEP IDANIS P / NVAS. PLACES.
PISA
INTERNATIONAL
TALIS ASSESSMENT OF COMPETENCE
Significance OF ASSESSMENTS
SUPERIOR BASIC AND MEDIA LIAISON
NATIONAL
Excal 00, 03, 06 AND 09
INTERNATIONAL
PISA
Genesis and development of the concept of E I.
The evaluation in the social and educational context has been seen as an act of
evaluating the educational activities, for what is considered part of the histor
ical life of the schools.
Mexican culture, forms of education and ways of organizing educational instituti
ons are largely factors that determine the most appropriate theories and methods
for evaluation.
Diploma in Educational Research
Educational reforms in Mexico (64-71-73-93) were made without considering previo
us formal evaluation processes.
MODERNIZATION? Unlink COVERAGE EVALUATION OF OTHERS WITH DECISIONS ON EDUCATION
POLICY
GENESIS OF THE EVALUATION
The assessment was developed in Mexico under imitation processes of techniques,
models and tools developed overseas
WORLD BANK
EDUCATIONAL PROBLEMS HAVE BEEN EVALUATED Oblivious to the Mexican culture and we
suffer all the confusion that can occur THEORETICAL IN OTHER CULTURES.
PRINCIPLES OF THE INSTITUTIONAL ASSESSMENT
The typology is intended to create a conceptual framework necessary to develop a
structured description of the evaluation studies. The typology is a framework t
hat allows evaluative categories:
1. Different concepts and types of evaluation 2. Compare assessment practices th
at are apparently similar y. 3. Facilitate the design and interpretation of eval
uative studies requirements.
Educational evaluations in Mexico
TYPE OF EVALUATION
TYPE OF EVALUATION
TYPE OF EVALUATION
TYPE OF EVALUATION
Top Reviews in Mexico
MAJOR EVALUATIONS IN MEXICO
Key Concepts
KNOWLEDGE: Data set and / or information that has a person available to resolve
specific problems. SKILLS: A set of skills that enhance the learning of new know
ledge. • Express themselves orally and in writing • research • Learn Learn to un
derstand a text • Express opinions • Chat • Rights Defender
Key Concepts
POWERS: They describe behaviors comprising cognitive, socio-affective measures,
motor skills and information that can adequately perform a function, activity or
task (Group Quebec, Canada). Having skills means being able to know, know-how a
nd knowledge to be,through a set of behaviors that can effectively perform an a
ctivity considered complex, Delors (1996) The powers mean know-how complex resul
t of the integration of capabilities, skills and knowledge used effectively, Las
nier (2000)
4. RESOLUTION
Analyzes, synthesizes models, drift
High level
5. Generalization
Judges, justifies, proposes, designs, critical
2. CONCEPTS AND
Explains, paraphrases
Low
1. FACTS
Remember, to recognize information
3. IMPLEMENTATION OF PROCEDIMIENT
Calculate, solve, determine,
2
Common reagents among teachers
LINK Reagents
Excal Reagents
PISA Reagents
ANNEXES
LARGE-SCALE TESTS TO EVALUATE THE EDUCATION SYSTEM
Felipe Martinez Rizo Workshop
THE ASSESSMENT FOR THE IMPROVEMENT OF THE QUALITY OF BASIC EDUCATION
Mexico, May 27, 2008
INTRODUCTION
levels of learning that students are reaching a critical dimension of quality
education system, but not unique. The assessment should not be reduced to appl
ying evidence and must include indicators of other dimensions, as the system's c
overage, efficiency and equity, the impact on adult life, etc. This presentati
on will be limited to matters relating to evidence of learning.
The measurement of learning to assess this dimension of quality of the education
system compared to other assessments of learning. Two things to consider: The
distinction between large-scale assessment and classroom assessment. The purp
oses of evaluation and its consequences in terms of technical characteristics of
each.
a) large-scale assessment and classroom
The assessment has always been part of education, but in the traditional way,
by each teacher. When schools catering to a privileged minority that was enoug
h to ensure that all students reach a minimum of knowledge and skills. As the
disadvantaged children served increased the diversity of its standards and perfo
rmance of teachers involved were diversified; finish school degree no longer ens
ures the minimum acceptable. arise tests to measure learning in a comparable s
cale.
Two ways of looking at standardized tests:
b) The evidence as a tool for assessment of student learning, better than the te
acher assessments, which would not be reliable. c) The evidence as a means of gi
ving valuable assets but insufficient, to supplement with teacher evaluations, w
hich are irreplaceable.
The evidence in support of teacher
The teacher's work is indispensable for students to learn and to assess if this
happens. Comprehensively assess is complex because it must include: All curric
ulum areas; All cognitive levels; The advance along the school year; The s
tudents' personal circumstances to be taken into account when making important d
ecisions for the future of each.
Can you evaluate reliability and validity comparable to large-scale tests?
With the finesse that can reach the teacher evaluation by NO. No significant
individual decision should be based only on evidence; In contrast, the tests
can give something that teachers can not: comparable data on large sets of stude
nts. They are therefore essential to evaluate the education system as such, and
to complement the evaluation of the teacher, giving references.
b) The purposes of the evaluations and their implications for the design and imp
lementation
Basic principle: the technical characteristics of a test makes sense in terms of
intended purpose. Example of two common purposes in evidence: Select the best
prospects for a career among many candidates. Measure the extent to which stu
dents achieve the objectives of the curriculum.
Characteristics derived from the purpose of a screening test:
Interest in predictive validity dimension, privileging intellectual skills (vs
. content) and those that best predict success in their studies. Remove diffic
ult questions too low or too high, do not contribute to identify the best candid
ates of the less good.
Characteristics derived from the purpose of an achievement test:
Interest in dimension concurrent validity, looking for consistency with other
assessments of performance, such as teacher evaluations. Content aligned to th
e curriculum, not skills that are due to individual traits or the influence of f
amily context. Include questions of all degrees of difficulty.
Purposes and designs of other tests
Excal purposes and LINK
Excal provides elements for the diagnosis of the education system as such, for
the design of policies, without claiming to give results for student and school
. LINK gives individual diagnostic elements and feedback to teachers, pupils a
nd parents. Each purpose has implications for the design and implementation.
Give individual results implies:
An application census, including all members of the population. One way to c
ompare the results of each student with others. quizzes and multiple choice qu
estions on the difficulties of the massive application and processing of respons
es. Caring for the actual proportion of sustaining, as the absence of two or t
hree children can significantly skew the results. Caring copy factor for the u
se of a single form and less enforcement.
Evaluate the education system allows:
Using samples of students in the application. Using the design matrix, cover
ing widely the curriculum without a prolonged period of return for each student.
Do not worry about the copy factor, thanks to the design matrix and the contr
olled application. Do not worry about the proportion of sustaining about regis
tration, being sample and show results by school. In contrast, and of course,
requires care Excal sampling errors.
1. REVIEWS OF THE QUALITY AND EDUCATIONAL ACHIEVEMENT (Excal)
ü Are the tests developed by the INEE in order to evaluate the education system
in the level of learning achieved by pupils. ü apply four key grades of basic ed
ucation (preschool 3rd, 3 and 6 primary and 3 secondary) in a four-year cycle. ü
progressively cover the main areas of the curriculum. ü using representative sa
mples of the states and educational modalities.
Excal evidence Features
•
• • • • •
Curriculum aligned with broad coverage Spanish (reading-grammar and writing), Ma
thematics Natural C., C. Social (Civic Geografía-Historia-Ed.) Extensive (≈ 400
questions) and matrix: Results for the system, not every school or student Scale
s TRI; Securities plausible ... Questions closed and open four achievement level
s: Advanced, Medium Basic and Below Basic. Questionnaires context for factors as
sociated
NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION
Excal cycle
• • • • • • •
2005: 3rd Secondary - 6th Primary 2006: 3rd Primary 2007: 3rd preschool 6th prim
ary (national sample) 2008: 3rd high school 2009: 6th Primary 2010: 3rd primary
school 3rd (national sample) 2011: 3rd preschool 6th primary (national sample)
Excal cycle, 2005-2016
Stages of the Excal: Design, construction and validation
Definition of frame of reference. • Defining the test model. • Defining the cont
ent to be evaluated. • Specification of the reagents used. • Construction of the
reagents. • Validation and care jueceo reactive bias. • piloting of the questio
ns. • Assembling, editing and printing of booklets.
•
Stages of the Excal: Analysis and correction of results
Psychometric analysis of the reactants. Reliability of evidence. comparabi
lity of results. DIF Analysis reagents. Studies of validity of the test.
Stages of the Excal: Application, analysis and reporting of results
Design context questionnaires. population sampling design. Application of
tests and questionnaires. collection, reading and grading of results. Establ
ishment of levels of achievement. Technical Analysis and reporting of results.
Development of final report and publication of results.
The dissemination of results
Initial broadcast (in August the following year): ü basic analysis by entity and
type of education ü Initial analysis of factors associated with subsequent diss
emination (later): ü deeper analysis (multilevel); ü Analysis of trends, when po
ssible
•
•
Performance differences among the areas evaluated in 3 of primary
% Of students in the skill levels of the areas assessed
Results by state
Cultural capital school students by state
Relationship between CCE and Learning: Natural Science, 3rd grade
Conditions of School Facilities by State
Relationship between IE and Learning: Natural Science, 3rd grade
2. TESTS OF THE OECD PISA
• PISA is a youth program to assess 15 years of age, enrolled in any grade level
from seventh grade. • It takes place every three years: 2000, 2003, 2006. • Eva
luate the skills necessary for modern life in reading, math and science. • In 20
06 involving 57 countries: 30 OECD and 27 others. • In Mexico is in charge of IN
EE. • In Mexico the sample allows analysis by entity and type of education.
How are the results of PISA?
Mainly in two ways: • By the score on average by students of a country. • Using
the percentages of students in each of several levels of performance. Other test
s are done to explore how the results vary between countries and within each, di
fferences in outcomes between types of schools, and the relationship of the resu
lts with characteristics of students, their families and schools, which are coll
ected through questionnaires applied together with the evidence.
PISA scale and systems
• The scale is designed so that the average of OECD countries is equal to 500 po
ints. • The highest individual scores can reach 800 points and the lowest 200. •
The country averages ranging from just over 550 points and about 400 at the OEC
D, and to about 300 in other countries. • Countries are ordered by their average
score obtained by students.
The PISA performance levels
• Each level is defined performance levels, depending on what students can do. •
Reading is defined in five levels, in Mathematics and Science 6. • In all three
areas at Level 2 represents the minimum necessary for life in today's society.
• It identifies an additional level for those students who do not even Level 1.
General description of levels
Limitations of computers
In any system there is someone in front and behind, and the former are not alw
ays good and the bad past. So an order can only make judgments on, in terms of b
etter or worse, which is just as good or bad. If the distance between a score
of others is less than the margin of error with the results, the difference is n
ot significant. So clearly the impression of simple systems is misleading and mu
st take into account the distances between the results.
Advantage Performance Levels
Performance levels permit judgments regarding desirable levels, in terms of appr
opriate or inappropriate, not better or worse. Their analysis identified two typ
es of problems: Have high proportions below Level 2 means that many young peop
le are being prepared for a fruitful life in today's society. Having too few s
tudents at high levels (5-6) means that you are not prepared for the best for th
em to occupy senior positions in science, academia, management, management.
Average performance on the global scale of Sciences, by country
Performance measures at the global scale of Sciences, by state
Relationship between average performance and ESCS Sciences, by country
Relationship between average performance and ESCS Sciences, by state
Comparing proportion of students in low levels (0-1) and high (2 or more) in Sci
ence Mexicans are distributed almost in half: 51% below Level 2, and 49% above.
These figures are lower than countries Very best, with relations between low a
nd high levels of 5-95, 10-90 or 20-80. Anything lower than in Chile and Urugu
ay: 40-60. Best of Argentina, Brazil and Colombia: 60-40. Very low above cou
ntries: 1980-1920 or 1990-1910. In addition Mexico has very few pupils at levels
5-6.
Percentage of students by performance levels Sciences
Students in Science performance level by level and type of education
Upper secondary students by performance levels Sciences
Two major challenges for Mexico that all 15 year olds are in school and achieve
at least Level 2 performance, and increase their numbers in the upper levels
Millennium Development Goal: by 2015 80% of young people at the end of high scho
ol at least Level 2.Currently on Levels 0 and 1: In the least developed state
s and secondary education: 65% Science, 60% in Reading, 75% in Mathematics. In
most developed and EMS entities only 33% in Science, 30% in Reading; 40-45% in
Mathematics. In the OECD Science 19%, 22% in L and M.
CONCLUSION
The use of test results and PISA Excal by schools and teachers. v Excal Explorer
and promoting their use. v PISA for teachers. Evaluation as a learning opportun
ity.
Internet software tool that includes: • The description and importance of each c
urricular content Excal test. • Sample questions for the contents evaluated. • P
ercentages of correct answers by type of skill and knowledge, modality, school a
nd district. • The contents of Excal of 6th grade and 3rd high school, and there
after, include the 3rd grade.
PISA for teachers:
Work produced by the INEE in 2005, from the results released in December 2004.
Contains reagents PISA units released so far, with some pedagogical analysis,
to facilitate reflection of teachers and students about the process of e / a.
250,000 copies were disseminated in secondary and upper secondary schools acros
s the country. Workshops on the use of this work, for the State Assessment Are
as.
The combined use of Excal and LINK
LINK census the population and sample the curriculum, management reports of a
few issues, but for each school and student. Excal sampled census population a
nd curriculum, reporting on many issues but not for each student. The informat
ion given by the two tests together is very complete. Excal is more useful for
authorities to establish policies, links to parents, both tests for teachers.
The general assessments, and tests in particular are a powerful tool. The conseq
uences can be positive or negative. It depends on how assessments are made, how
they interpret their results, and how decisions are made from it.
Potential positive and negative evaluations
Reflects the increasing evidence of widespread dissatisfaction about the quality
of education, justified, but often associated with simplistic views in three di
rections: simplistic diagnoses do not take into account the various factors of
schools and its context that influence the quality The rating means it is sim
plistic to reduce test application performance, without distinguishing its appro
ach and technical level; Strategies to remedy the situation are reduced to pro
pose to allocate resources to schools according to results of their students on
tests.
Another conception of the three points:
Diagnosis: the quality is not satisfactory, but we must take into account the
context. The causes are complex and should not surprise anyone with a broad visi
on. Means of assessing the situation: a proper assessment can not be reduced t
o test results, there must be indicators of other dimensions of quality, statist
ics and qualitative approaches. Strategies for improvement: given the complexi
ty of the causes must also be complex, results in the medium and long term.

Educational Assessment

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WHAT IT IS AND WHAT IS NOT EDUCATIONAL ASSESSMENT

• IS THE METHODOLOGICAL PROCESS TECHNICIAN-USED INSTRUMENTS (REAGENTS, INTERVIEW

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