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. Regional Headquarters Huauchinango 211-3 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 . Regional Headquarters Huauchinango 211-3 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. Regional Headquarters Huauchinango 211-3 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 Regional Headquarters Huauchinango 211-3 Significance OF ASSESSMENTS SUPERIOR BASIC AND MEDIA LIAISON NATIONAL Excal 00, 03, 06 AND 09

INTERNATIONAL PISA Regional Headquarters Huauchinango 211-3 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. Regional Headquarters Huauchinango 211-3 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 Regional Headquarters Huauchinango 211-3 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. Regional Headquarters Huauchinango 211-3 Regional Headquarters Huauchinango 211-3 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. Regional Headquarters Huauchinango 211-3 Regional Headquarters Huauchinango 211-3 Educational evaluations in Mexico Regional Headquarters Huauchinango 211-3 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) NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION 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 • • NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION Performance differences among the areas evaluated in 3 of primary % Of students in the skill levels of the areas assessed NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION Results by state NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION Cultural capital school students by state NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION Relationship between CCE and Learning: Natural Science, 3rd grade NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION Conditions of School Facilities by State NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION Relationship between IE and Learning: Natural Science, 3rd grade NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION 2. TESTS OF THE OECD PISA • PISA is a youth program to assess 15 years of age, enrolled in any grade from seventh grade. • It takes place every three years: 2000, 2003, 2006. luate the skills necessary for modern life in reading, math and science. • 06 involving 57 countries: 30 OECD and 27 others. • In Mexico is in charge level • Eva In 20 of IN

EE. • In Mexico the sample allows analysis by entity and type of education. NATIONAL INSTITUTE FOR THE EVALUATION 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. NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION 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. NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION The PISA performance levels • Each level is defined performance levels, depending on what students Reading is defined in five levels, in Mathematics and Science 6. • In areas at Level 2 represents the minimum necessary for life in today's • It identifies an additional level for those students who do not even NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION 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 can do. • all three society. Level 1.

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. NATIONAL INSTITUTE FOR THE EVALUATION OF EDUCATION 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.