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Quality of education and educational assessment : How can they support each other?

Quality of education and educational assessment : How can they support each other?. What is ‘quality’ (of education)? Goal 6 of EFA. Quality vs. Quantity (qualitative and quantitative research) In education: Quality vs. Access Relates to goal Nº 6 of EFA

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Quality of education and educational assessment : How can they support each other?

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  1. Quality of education and educational assessment: How can they support each other?

  2. What is ‘quality’ (of education)? Goal 6 of EFA • Quality vs. Quantity (qualitative and quantitative research) • In education: Quality vs. Access • Relates to goal Nº 6 of EFA • With > 95% access in LAC (ANER 2008), this is the principal focus of UNESCO in the región

  3. What is education? Teaching + Learning = Education

  4. Conceptualisations of quality of education: several models

  5. The Tikly model (2010): policy, school and home / community

  6. The UNESCO Santiago model • Relevance: Learning which prepares for life • Pertinence: Educational offer relating to distinct groups • Equity: Education that does not discriminate • Effectiveness: Achieving goals related to access • Efficiency: Effective use of resources

  7. The international understanding: access rates and rankings • The international understanding on monitoring of educational progress is that: • Access is measured by means of access rates (such as GER, NER, ANER, etc.) – there is a difference between enrolment and attendance • Quality is measured by means of (international) assessments of learning outcomes: almost always resulting in ‘rankings’

  8. Kenya: attempting to increase without considering quality Source : Somerset, A.

  9. The generic CIPP model • Generally speaking, the conceptualisation of (measuring) quality of education has shifted from input indicators to outcome indicators • The focus nowadays being on education outcomes, there is a risk of losing the view on how we achieve these results

  10. Rankings: a look at SERCE • In SERCE, there are three clear groups of countries: • Achievement above average achieved by CUB • Achievement at average level achieved by CHI, CRI, MEX and URU • Achievement below average by ECU, GUA, NIC, PAN, PAR and RDO • Further, PER and SAL are between groups 2 and 3 [Analysis: PREAL, Políticas 37]

  11. Access and achievement according to the SERCE data

  12. Relation between investment and achievement in SERCE

  13. Statistical ‘artefacts’ • In Chile, is the private subsidised school really better than the municipal, or public, school? (See graph) • In Lebanon, for example, sometimes learners are excluded from the last year of study, as their results might impact negatively on the overall score of a school Source: presentación Dr Schiefelbein

  14. Rankings: a look at PISA 2009

  15. The year 2010 saw the debate on the tiger mother in the United States The tiger mother was an idea of author Amy Chua: the Chinese mother who makes sure her children achieve excellent results in education - typically, she maintains an ‘iron’ discipline in her family Tragical cases of suicide have led to doubt around excessive discipline The ‘tiger mother’ and her retreat

  16. PISA 2009 in the region • The data from PISA 2009 suggest that the countries of the region have an average achievement below OECD average in all subjects • Nevertheless, the ‘best’ countries in SERCE are also the ‘best’ in SERCE (i.e. CHI, MEX, URU)

  17. An alternative ranking: inequality as per PISA 2009 (Duncan Index) Source : El Mercurio, 17 abril 2011, p. D21

  18. What do teachers have to do with this? Source : Apuntes – Revista de Educación, p. 24 (TEDS)

  19. More rankings: the globalising market of tertiary education • Nowadays, tertiary education has become a market of global dimensions • International / intercontinental mobility in 2007, according to UIS: 2.8 mlln. • Principal direction: from Asia Pacific to Europe and North America • Has knowledge become a consumer good? Source: UIS GED 2009

  20. Is education not important at the tertiary level? • There exist several rankings: • Times Higher Education Supplement; • Shanghai Jiaotong (ARWU); • Webometrics, etc. • The methodology includes variables related to research, but usually not related to education (the exception: AHELO)

  21. Added value • University rankings usually favour ‘western’ universities, but: • They do not have the same average student entry-level • They often have a language-advantage • Therefore, the moment of measurement does not reflect the ‘added value’ in terms of education • The rankings do not reflect institutional achievement

  22. Therefore… • To what extent do rankings tell us something about all the areas that education could address? (See, for example, Gardner´s model of multiple intelligences) • To what extent do rankings tell us something about how systems achieve the level they ultimately achieve, according to the rankings? (For example, inclusively or not, and under which circumstances) Source: representation of a model by H. Gardner

  23. También a considerar: la definición de competencias • A competency (working definition, Opertti et al.) is: • It is important that education systems can develop skills that are not only ‘relevant’ to a context, but ‘transformational’ A competency implies the generation, mobilization and integration of resources such as knowledge, know-how, skills, attitudes and values aiming to enable one to act effectively while facing different changing life situations. It implies mobilizing capacities (knowledge and know-how) to read the contexts and act consequently avoiding stereotype responses.

  24. How to improve: the remedy is not always the same

  25. What are we assessing when we are assessing education?

  26. How can we improve assessment for learning? • It has already been said, but should be reiterated: assessment is not only descriptive, but also normative • Let us, therefore, reconsider assessment methods: • Can assessment be group-wise instead of focused on an individual (as inter-personal skills and teamwork are paradigmatic for the concept of 21st century skills)? • Non-standardised assessment: practical tasks, inter-disciplinary problems, creative achievements • Relation between knowledge, attitude and behaviour • Programme evaluation: instances of violence in a school / community context

  27. Questions for discussion • Which are the values, skills and knowledge (competencies) which education should instill for a local and a global society? • How can we rethink assessment so that it captures and promotes, to a greater extent, quality education for all? • Can we think of horizontal assessment, which classifies according to talent / interest, rather than in ‘vertical’ terms, that is to say, which classifies are ‘better’ or ‘worse’?

  28. Gracias / Thank you / Obrigado / Hartelijk dank Moritz Bilagher OREALC-UNESCO Santiago

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