Primer on Large-Scale Assessments of Educational Achievement

Page 56

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PRIMER ON LARGE-SCALE ASSESSMENTS OF EDUCATIONAL ACHIEVEMENT

In terms of size and representation, the NSC should find a balance; it should be large enough that the needs of key stakeholders are represented, but its size should not obstruct logistics and its costs should not prevent the committee from convening as needed. Committee membership typically includes representatives from the MoE; individuals who represent the interests of major ethnic, religious, or linguistic groups; and representatives of key stakeholder groups who are expected to act on assessment findings, such as teachers and curriculum development experts (Greaney and Kellaghan 2008). University researchers and faculty members with expertise in educational assessment are often selected as members of the NSC. They bring a depth of experience and knowledge to conversations about assessment design and implementation and ensure that technical best practices are considered at all stages of the assessment process. In Chile, faculty members from Pontificia Universidad Católica de Chile and researchers associated with its educational measurement and assessment center have supported national and international large-scale assessment initiatives in the country and across Latin America. Faculty members and researchers provide specialized training, make technical recommendations on assessment, analyze assessment data, and produce technical assessment reports (box 3.3).

BOX 3.3. Role of Centro de Medición MIDE UC of the Pontificia Universidad Católica de Chile in Supporting National and International Large-Scale Assessment Initiatives The Centro de Medición MIDE UC of the Pontificia Universidad Católica de Chile (MIDE UC) has participated in educational measurement and assessment projects in Chile and internationally. This specialized technical center provides training and research support to several assessment organizations and ministries of education across Latin America and the Caribbean. For instance, it offers the following: • Consulting in the design of content standards and assessment frameworks • Specialized training and workshops on assessment and psychometrics • Development of assessment tools to measure learning • Support on use of assessment findings for improvement of education systems. MIDE UC and the Pontificia Universidad Católica de Chile have also supported Chile’s long-term technical capacity by developing new graduate courses on methodology, psychometrics, and assessment. Graduate courses taught by experts have trained the next generation of assessment specialists that Chile needs to conduct this specialized work. Because of its expertise in assessment and psychometrics, MIDE UC has been heavily involved in regional large-scale assessment initiatives, such as the Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación. Source: MIDE UC 2020.


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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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