International educational evaluations on a grand scale provide information of interest to the educational, scientific and political community. Many studies have derived from them, both nationally and internationally. On the other hand, it is well known from the beginning of these macro-assessments the diversity of opinions they have generated. In this context, the aim of the study presented here is to analyse the relationships between the results from PISA 2012 and those relating to teaching practice of secondary TALIS 2013, trying to find out the consistencies and discrepancies between the results of both. Data from TALIS-PISA link have been used. The descriptive analysis carried out taking the overall scores on both evaluations show obvious discrepancies, as countries occupying the top positions in the results of students in PISA are located in the last places in teaching practice of teachers. The analysis also show the lack of the expected coherence. These results lead to reflect on the possible underlying causes and so it is proposed the need for a coordinated design of both evaluation processes Keywords:TALIS, PISA, OECD, educational assessment, international evaluations, academic achievement, teaching practice, teaching staff, research, compulsory secondary education ResumenLas evaluaciones educativas internacionales a gran escala ofrecen información de interés para la comunidad educativa, científica y política. Son muchos los estudios derivados de ellas, tanto a nivel nacional como internacional. Por otra parte, es bien conocida, desde el origen de estas macroevaluaciones, la diversidad de valoraciones que han generado. En este contexto, el objetivo del trabajo que aquí se presenta es estudiar las relaciones entre los resultados de PISA 2012 y los relativos a práctica docente de secundaria de TALIS 2013, tratando de analizar las congruencias o discrepancias entre los resultados de ambas. Se tomaron los datos del estudio TALIS-PISA link. Los análisis realizados, de tipo descriptivo, tomando las puntuaciones globales en ambas evaluaciones muestran discrepancias evidentes, ya que países que ocupan primeras posiciones en los resultados de los estudiantes en PISA se ubican en últimos lugares en práctica docente del profesorado., donde se supone que las relaciones se debieran producir con mayor intensidad al existir una relación más directa entre los alumnos y los profesores evaluados. Los análisis realizados muestran igualmente la falta de coherencia esperada. Estos resultados, llevan a reflexionar sobre las posibles causas que subyacen y se propone la necesidad de un diseño coordinado de ambos procesos evaluativos.

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Sequencing contents is of great importance for instructional design within the teaching planning processes. We believe that it is key for a meaningful learning. Therefore, we propose to formally establish a partial order relation among the contents. We have chosen the binary relation "to be a prerequisite" for that purpose. We have applied this approach to the mathematical contents of the compulsory Secondary Education of the Spanish educational system and the information obtained has been modeled as a graph. The amount of contents considered (814) and the number of ordered pairs in the order relation considered (17,782) has produced a big graph. In order to work effectively with that amount of data, we have used software specialized in network analysis. More precisely, we have used the software packages Pajek and Gephi. This software, together with the use of techniques borrowed from graph theory, has allowed providing a tool for debugging curriculum developments (similar to rule based expert systems verification).

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We present here what, as far as we know, is a real novelty: a computer package that can automatically generate railway maps of a certain network at any (past) date requested, using different colors to show the type of line. The input is: (1) a set of historical events, (2) the graph of the railway network at its maximum extension and (3) a list of geographical coordinates of stations, junctions, loading bays, … (that are the nodes of the graph). The package processes the set of historical events (affecting whole lines or portions of lines), and assigns a list of dates to each edge of the graph. Then, when a date is given to the system, it computes the right coloring for each edge, and constructs and plots an accurate map of the railway network at that given date according to the geographic coordinates of the nodes of the graph. This piece of software can be really useful for geographers, historians and engineers. 150 E. Roanes-Lozano et al. scale, the same level of detail, the same symbols and colors, …, or are restricted to a certain railway company.