From Screening to Improving Quality: The case of Latin America

Schiefelbein, Ernesto; Schiefelbein, Paulina

doi:10.1080/0969594032000121252

Cited by 8 publications

(4 citation statements)

References 9 publications

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“…(Schiefelbein y Schiefelbein 2003y Carnoy 2002. 46 Schiefelbein and Schiefelbein (2003) and Carnoy (2002) have identified other successful experiments aimed at directly facing the problem of low school achievement or poor student performance who come from poor families. 47 The results of many of these experiments still need to be consolidated and documented.…”

Section: Resource Allocation Policies and Equitymentioning

confidence: 99%

United Nations Educational, Scientific and Cultural Organization—UNESCO

Canton¹

2021

The Europa Directory of International Organizations 2021

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Section: Resource Allocation Policies and Equitymentioning

confidence: 99%

United Nations Educational, Scientific and Cultural Organization—UNESCO

Canton¹

2021

The Europa Directory of International Organizations 2021

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“…Additionally, the fact that countries such as Singapore, Korea, and Japan consistently top the lists on international examinations such as PISA or TIMMS adds validity to the idea that examinations promote quality [18]. Many of the Spanish-and Portuguesespeaking countries in South America have developed new standardized assessments of student learning at the national levels and also new regional assessments [19,20]. But the limited amount of research on classroom practice finds that most teachers in less developed countries still use traditional assessment approaches [15,[21][22][23][24][25][26][27]].…”

Section: Assessment For Learning In Less-developed Countriesmentioning

confidence: 99%

A Critical Component of Improving Education in Less-Developed Countries: Assessment for Learning

Light¹,

Pierson²

2013

IJCDSE

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Global policymakers are increasingly promoting the improvement of standardized examinations in developing countries, but the role of teacher-made classroom-based assessments is often ignored. Our research experience with the Intel® Teach professional development programs and other programs suggests that such approaches have great potential to provide students and teachers with feedback to guide and deepen learning. In this paper, we review the existing literature on assessment for learning in developing countries and propose that policy makers consider supporting research and development in five strategies: rubrics, performancebased assessments, portfolios, student selfassessment, and peer-assessment.

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“…National assessments (via the information that is generated) have the potential to identify practices that may be responsible for underperformance. Also critical is how information obtained is utilized to impact education reform in general, and improve learning outcomes, in particular (Schiefelbein and Schiefelbein, 2003). For example, the underuse of the available Friedrich-Nel, De Jager and Nel (2005, pp.…”

mentioning

confidence: 99%

Assessment in Context

Li¹,

Ogunniran²,

Wu³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

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T his chapter analyses educational assessment in relation to its social, cultural, economic and political context. We suggest that the worldwide focus on assessment of learning, partly driven by the in uence of the OECD, is related to the idea that allowing 'merit', de ned in terms of measurable learning outcomes, to determine life chances is an adequate guarantor of social justice. From this dominant perspective, education is also seen primarily as serving to form productive workers rather than enhance ourishing or promote truly sustainable and equitable societies. The latter goal instead calls for a holistic and humanistic approach to education and a less high-stakes model of assessment for and as learning. We suggest that some important aspects of education for child ourishing cannot easily, or appropriately, be subjected to quantitative assessment. It has been claimed that technological advances enable better assessment of higher-order skills with the potential to improve teaching, but we argue that any bene ts to teachers and students remain unclear. Understanding the complex relationship between assessment and context requires analysis of public discourse on science and evidence, the in uences that shape it, and the role of vested interests. We therefore emphasize the need to recognize how ideological beliefs, economic interests and political agendas drive assessment reforms around the world, stressing that inclusive and holistic approaches to assessment need to take proper account of the sociocultural and economic concerns of the communities they serve.

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From Screening to Improving Quality: The case of Latin America

Cited by 8 publications

References 9 publications

United Nations Educational, Scientific and Cultural Organization—UNESCO

United Nations Educational, Scientific and Cultural Organization—UNESCO

A Critical Component of Improving Education in Less-Developed Countries: Assessment for Learning

Assessment in Context

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