Primer on Large-Scale Assessments of Educational Achievement

Page 43

How Are Results from Large-Scale Assessments Used?

BOX 2.7. Use of National Large-Scale Assessment Results to Monitor Learning Goals in Brazil Brazil’s national large-scale assessments include the census-based Avaliação Nacional do Rendimento Escolar and the sample-based Avaliação Nacional da Educação Básica. Together, these assessments cover students in grades 5, 9, and 12 enrolled in public and private schools. Both assessments measure knowledge and skills in Portuguese and mathematics; the Avaliação Nacional da Educação Básica tests additional subjects. Because these assessments cover the vast majority of students in the country and allow for results to be compared over time, the findings are used for system-level accountability. For instance, the federal government has set national learning targets or goals that should be achieved within a specific time frame. Some of these goals are related to proficiency in Portuguese and mathematics by the time that students conclude high school. In line with this, the results of these assessments are used to generate national indicators linked to these learning goals and provide feedback to stakeholders about the education system’s progress toward their achievement. In the case of Portuguese, the learning goal states that “by 2022, 70% or more of the students will have learned what is appropriate for their age in Portuguese language.” This goal is monitored using an indicator generated from results of the assessments, “Percentage of students in third year of high school with scores above the level considered appropriate according to the national assessments.” In 2017, 27 percent of students had scores above the desired level, with an average annual increase of 0.49 percentage points, far from the goal set for 2022 (Paes de Barros et al. 2017).

International large-scale assessments also help set expectations for possible improvement trajectories over time relative to defined standards. PISA, TIMSS, and PIRLS all allow countries to track and compare changes in mean scores and proficiency profiles over time using advanced psychometric techniques. For instance, the PISA 2018 report showed trends in the proportion of low- and top-achieving students on the reading test between 2009 and 2018 (figure 2.1). These longitudinal comparisons reveal that Ireland; Macao SAR, China; Moldova; Qatar; the Russian Federation; and Slovenia have decreased the proportion of low-achieving students and increased the proportion of top performers over time (OECD 2019a). PROVIDING THE BASIS FOR CURRICULUM REFORMS

A national large-scale assessment can provide a valuable conceptual framework and reference point for educators and policy makers with which the current curriculum can be compared and evaluated (Greaney and Kellaghan 2008). In the process of designing a national large-scale assessment, policy makers and curriculum development professionals may identify a gap between desired knowledge, skills, and abilities, and what is taught. A well-designed assessment instrument can in itself motivate curricular reform. Student performance on large-scale assessments can inspire the development of new learning content and materials. An assessment may provide evidence that student achievement does not align with desired educational outcomes

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Glossary of Technical Terms

7min
pages 159-163

Asia Primary Learning Metrics 2019 Assessment

1min
page 155

Primary Learning Metrics 2019 Reading Literacy Assessment

1min
page 154

Benchmarks for Grades 4 and 6

2min
page 149

Metrics 2019 Mathematical Literacy Assessment

4min
pages 152-153

CONFEMEN 2014

1min
page 142

Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN

2min
page 141

Assessment, 2000–18

1min
page 131

Eastern Africa Consortium for Monitoring Educational Quality

2min
page 138

8.9 Translation and Adaptation of International Large-Scale Assessments

2min
page 130

Study, 2001–16

1min
page 125

Mathematics and Science Study

2min
page 124

International Mathematics and Science Study

4min
pages 119-120

References

1min
pages 115-116

Chapter 8. What Are the Main International Large-Scale Student Assessments?

1min
page 117

Achievement Survey

1min
page 109

What Are Other Ways to Communicate Large-Scale Assessment Results?

2min
page 112

Chapter 7. How Can Effective Communication of Large-Scale Assessment Results Be Ensured?

1min
page 105

7.1 Features That a National Large-Scale Assessment Can Highlight

3min
pages 107-108

References

1min
page 104

Assessment According to Sex

2min
page 97

Key Ideas

1min
page 103

Student Achievement?

2min
page 99

6.2 Scoring Rubrics

2min
page 95

6.1 Example of an Item and Its Codebook Information

1min
page 94

References

1min
page 92

Key Ideas

1min
page 91

Administration?

2min
page 89

Structure and Main Changes over Time

1min
page 81

5.1 National Large-Scale Assessment: Student Tracking Form

1min
page 88

References

1min
page 84

What Should Be Included in the Test Administration Manual?

2min
page 79

How Will the Assessment Be Administered?

1min
page 78

4.5 The Importance of Item Piloting

2min
page 75

4.4 Item Writing Guidelines

1min
page 74

Chapter 4. What Are the Key Decisions in Designing Large-Scale Assessments?

1min
page 67

References

1min
page 66

Key Ideas

1min
page 65

3.2 National Large-Scale Assessment Funding Checklist

2min
pages 63-64

Team Personnel

2min
page 60

Católica de Chile in Supporting National and International Large-Scale Assessment Initiatives

9min
pages 56-59

3.1 Saudi Arabia’s Education and Training Evaluation Commission

2min
page 54

Syndicate

1min
page 55

References

4min
pages 49-52

Key Ideas

1min
page 48

Goals in Brazil

2min
page 43

2.6 Communicating National Large-Scale Assessment Results in Peru

2min
page 41

National Assessment

1min
page 39

Practice in Argentina

2min
page 47

What Are Some Common Policy Implications of Large-Scale Assessment Findings?

2min
page 42

9.3 Proportion of Students in Each Reading Proficiency Level in Grade

2min
page 27

2.5 Investing in Technical Expertise in Indonesia

2min
page 40

What Will You Learn from This Primer?

2min
page 32
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